t - School of Design + Construction

Transcription

Architectural Program Report
School of Architecture and Construction Management
Washington State University
August 2007
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Project by Steve Sandstrom
Architectural Program Report
Prepared for:
National Architectural Accrediting Board
August 2007
Prepared by:
Gregory A. Kessler: Professor and Director
Katherine Keane: Associate Professor and Assistant Director for Architecture
Paul F. Hirzel: Professor and Graduate Coordinator
APR Committee:
Professor Matthew Cohen
Professor Phil Gruen
Professor Taiji Miyasaka
Professor Ayad Rahmani
Professor Matthew Taylor
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Table of Contents
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Page
1.
2.
3.
3. 1 .3
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INTRODUCTION TO THE PROGRAM .............................................................................................. .
1 .1
1 .2
1 .3
1 .4
Institutional Description and History .......................................................... 1
Institutional Mission ..................................................................................................... 2
Program History ................................................................................................................. 2
Program Mission ............................................................................................ 3
1 .5
Program Self Assessment ..................................................................................... 3
PROGRESS SINCE THE PREVIOUS SITE VISIT ......................................................................... 4
2.1
2.2
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THE THIRTEEN CONDITIONS FOR ACCREDITATION ..................................................................... 15
3.1 .1 Architecture Education and the Academic Context ...................................... 16
3.1.2 Architecture Education and the Students ............................................................ 17
Architecture Education and Registration .......................................................................... 18
3.1 .4 Architecture Education and the Profession ......................................................... 19
3. 1 .5 Architecture Education and Society .................................................................... 21
3.2
Program Self Assessment Procedures .................................................................... 22
3.3
Public Information ................................................................................... 26
3.4
Social Equity .............................................................................................................. 30
3.5
Studio Culture ...................................................................................................... 33
3.6
Human Resources..................................................................................................... 34
3.7
Human Resource Development .......................................................................... 38
3.8
Physical Resources ................................................................................................... 46
3.9
Information Resources ........................................................................................ 53
3.10
Financial Resources .................................................................................................. 58
3.11
Administrative Structure .......................................................................................60
3.12
Professional Degrees and Curriculum ................................................................ 64
3.13
4.
Summary of Responses to team findings ............................................................. 5
Summary of Responses to Changes in the NAAB Conditions ....................... 14
Student Performance Criteria ................................................................. 70
SUPPLEMENT AL INFORMATION ............................................................................................... 84
4.1
Student Progress Evaluation Procedures ........................................................... 85
4.2
Studio Culture Policy ........................................................................................... 87
4.3-4.6
Course Descriptions .................................................................................................. 89
Faculty Resumes ............................................................................................................... .
Visiting Tearn Report from the Previous Visit ................................................................ .
Annual Reports .................................................................................................................. .
4.7
School Catalog ................................................................................................................. .
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Forward:
Since the last accreditation visit in 2001 the School has made significant progress in a series of
critical areas. Most notably the school has fully implemented the transition from a Bachelor of
Architecture to Master of Architecture as the professional accredited degree. The first Master of
Architecture was in 2002 and the last Bachelor of Architecture class was in 2005 .
We have fully implemented our new graduate curriculum which includes new seminar and
studio courses as well as a required summer internship program and an international study tour
which occurs each spring. We have also developed and implemented a series of specific
design standards and expectations that ensure students meet required skill sets before
graduation. As part of the Masters program we have partnered with many architectural firms in
the west to offer our students summer internships for which they receive IDP credit. This has also
yielded a significant increase in graduate scholarships. In 2006 we awarded over $26,000 in
'scholarships funds to our graduate students and our projection for 2007 is to provide $40,000.
At the undergraduate level we have established a policy that requires all second year students
to purchase laptop computers (The school was the first undergraduate unit on campus to
require this). The building is now completely wireless with access to all printers and plotters
through the WEB. We still maintain an open computer lab for general student population. In
addition we have implemented required domestic study tours for all third and fourth year
students.
The faculty have been very active in research and scholarly publications with over 10 books
being published by faculty since 2001 and four more currently under review. Faculty have also
been very active in national and international conferences through writing papers, serving on
international boards and serving as peer referees for conterence proceedings .
In terms of sustainability the school was one of 18 universities participating in the 2004 solar
decathlon. We also are offering undergraduate and graduate courses focusing upon issues on
environment. The school is currently developing an Institute of Sustainable Design. The Institute is
a collaborative effort between architecture, construction management, civil engineering and
the WSU Wood Materials Lab. The institute will serve as a forum for the integration of these
disciplines offering courses, research and outreach on specific issues of sustainability .
Another significant development in the school has been our integrated education initiative. This
is a specific direction for the school where we are capturing our direct linkage between
architecture and construction management. Our integrated education is being developed
through targeted courses where architecture and construction management students are
teamed to work together either in studio or lecture/ seminar courses. The second way we are
linking the students is through a series of symposiums and charettes. In the spring of 2006 we
conducted three symposiums where over thirty professionals participated in workshops for all
students. In the spring of 2007 we conducted a charette for all third and fourth year students to
work together to solve a design and construction project. The APR articulates this initiative in
greater detail.
are very proud of our school and look forward to sharing are accomplishments and vision for
We
the future with the team.
Gregory A. Kessler
Professor and Director
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Drawing by Arthur Nerbas
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1. Introduction
1.1
1.2
Institutional Description and History
Institutional Mission
1.3
1.4
1.5
Program History
Program Mission
Program Strategic Plan
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1.1
INSTITUTIONAL
DESCRIPTION AND
HISTORY
Washington State University, the state's land-grant university, prepares individuals for productive
lives and professional careers, conducts basic and applied research, and provides public service
statewide. Founded in Pullman in 1890, WSU became a multi-campus system in 1989 with the
establishment of campuses in Spokane, the Tri-Cities and Vancouver. Degree and non-degree
courses are available as well through regional Learning Centers around the state and through
the Extended Degree Programs.
The university consists of l0 colleges and a graduate school. For more than a century, WSU has
offered strong and varied academic programs. The liberal arts and sciences have always
occupied an important place in the curriculum, along with business, education, architecture,
pharmacy, nursing, and the traditional land-grant programs in agriculture and home economics,
engineering and veterinary medicine.
The university offers nearly 150 major fields of study. Bachelor's degrees are available in all major
areas, with master's and doctoral degrees available in most. The undergraduate core
curriculum, including world civilizations courses and expanded writing requirements, is nationally
recognized. WSU's University Honors College is one of the oldest and most well-respected, alluniversity programs for academically talented students. Money magazine has called the Honors
College one of the best in the nation.
Washington's only statewide university, WSU has Cooperative Extension offices in all 39 counties,
l l regional learning centers, seven research and extension facilities in various locations, and 24
Small Business Development Centers statewide. The Intercollegiate Center for Nursing Education
has a satellite nursing center in Yakima, and students can take WHETS courses from Wenatchee
{via WSU Vancouver). The university runs the Washington Higher Education Telecommunication
System {WHETS), which transmits live, interactive instruction to the branch campuses and other
sites. WSU offers several bachelor's degrees via a variety of distance learning technologies to
place-bound students within Washington and nationwide, including those in social sciences,
human development, business administration, and criminal justice.
WSU's instructional faculty of approximately l,230, including a substantial number of scholars with
national and international reputations, is responsible for instruction that opens students' minds to
the most recent knowledge and discoveries. The opportunity for students to know and work
closely with their instructors is one advantage of a medium-sized, residential campus such as
WSU. Personal attention from faculty is also a hallmark of the branch campuses .
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The heart of the WSU system is the Pullman campus. WSU has about 23,000 students, including
those in Pullman, at the ICNE/College of Nursing, Spokane, Vancouver and Tri Cities. Of these,
about 16,000 are undergraduates and 3,200 are graduate students. There are over 70 masters
programs and 40 PhD programs. Pullman is one of the largest residential campuses west of the
Mississippi with about half of the student body living in residence halls, single and family student
apartments, and fraternity and sorority houses. Here, students of diverse social, economic and
ethnic backgrounds from throughout the nation and more than 90 foreign countries come
together in a community in which education is the principal industry and human development
the primary concern.
WSU's main campus is located in an area called the Palouse in southeast Washington, where
much of the nation's finest wheat and legumes are produced. Several small but expanding hightech firms are diversifying Pullman's economy. The 620-acre campus features modern classrooms
and laboratories, libraries, museums, student residences, recreational and athletic facilities, a
student union and a community hospital. A recent library addition has doubled WSU's library
capacity.
The College of Engineering and Architecture provides accredited undergraduate education
throughout the state in engineering, architecture, construction management, computer science
environmental science and bio systems engineering. A significant aspect of the school in the
college is the collaboration and integration that is occurring between disciplines. Some of these
include the Institute for Sustainability, the Integrated Education program as well as collaborative
research endeavors. These initiatives are discussed in detail later in this report. The School of
Architecture and Construction Management is the administrative unit within the college
providing degrees in architecture and construction management.
1.2 UNIVERSITY VISION AND MISSION STATEMENT:
The WSU strategic plan adopted in 2002 states the following vision and mission statement.
Washington State University offers a premier undergraduate experience, conducts and
stimulates world-class research, graduate and professional education, scholarship and
arts, and provides an exemplary working and teaming environment that fosters
engagement. As a public, land-grant and research institution of distinction, Washington
State University enhances the intellectual, creative, and practical abilities of the
individuals, institutions, and communities that we serve by fostering teaming, inquiry, and
engagement.
CEA MISSION STATEMENT:
The college of Engineering and Architecture has the following mission statement developed in
2002.
provide a comprehensive education to a diverse constituency in engineering and
To
for advanced study, and for lifelong learning; to conduct research, integrated
architecture that prepares students to contribute effectively to the profession and
society,
with education, in selected areas of excellence, within traditional disciplines and within
interdisciplinary teams, technologically important and relevant to the region and nation:
and to serve constituents through technology and design transfer partnerships and
extended educational programs.
1.3 PROGRAM HISTORY
Architectural education at Washington State University began in the early 1900s. In 19 ll,
architecture courses were listed in the catalogue of the then-named State College of
Washington, leading to a four-year Bachelor of Science degree. The core faculty for
architecture was Elmer A. Tiiden, an instructor in the Department of Mechanical and Electrical
Engineering.
The four-year program was given departmental status in 1914. Rudolph Weaver was first head of
the program, then chair of the department from 1914-1923. Weaver was also campus architect
and the designer of Carpenter Hall, the current home of the School. He subsequently left WSU to
develop the architecture programs at the University of Idaho and the University of Florida.
The B.S. in Architecture degree was granted until 1920. At that time, the degree designation was
changed to a B.A. in Architecture, which was offered until 1922. A three-year certificate in
architecture was granted from 1922-1931. In 1928, the department changed its name to
Architectural Engineering at the same time changing the degree designation to a four-year B.S.
in Architectural Engineering. In 1946, the curriculum was revised and extended to span five
years, but it was not until 1966 that the department granted a Bachelor of Architecture degree.
At this time, the academic unit was renamed the Department of Architecture. The process for
NAAB accreditation soon followed with the first five-year accreditation bestowed in 1972. In
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2002 the school changed from a Bachelor of Architecture to a Master of Architecture as the first
professional degree. Between 2002 and 2005 the school had both the B Arch and M Arch
degrees prior to the transition to the M Arch as the sole professional degree in 2006.
In 1984, the College of Engineering was renamed the College of Engineering and Architecture
with the Department of Architecture given School status. In 1990, an optional studio was offered
for fifth-year students at the Spokane branch campus. Today, one third of the fourth year and M
Arch students, and a small number of MS Arch students, study for a year in Spokane at the
Interdisciplinary Design Institute.
In 1991, the School of Architecture consolidated in its newly renovated home on the Pullman
campus in Carpenter Hall. The name was officially changed to the School of Architecture and
Construction Management in 1998. Today, there are approximately 550 students working
towards the four-year Bachelor of Science in Architecture and Bachelor of Science in
Construction Management degree. The school offers minors in architecture and construction
management to allow students to gain important knowledge from related disciplines. In
addition there are approximately 40 students enrolled in the Master of Architecture degree and
5 - 8 working on a Master of Science in Architecture degree at the Spokane campus.
1.4
SCHOOL MISSION STATEMENT:
The following serves as the mission statement for the school adopted in 2002.
architects and construction managers who are intellectually aware and who critically
The School of Architecture and Construction Management is dedicated to the education of
future
understand social, political and global conditions that have an impact on the profession of
architecture and construction management. It is the intent of the School to graduate future
professionals who are committed to excellence in the built environment through the
incorporation
of intellectual,
and artfulissues
aspects
of each
profession.
context,
students
and faculty analytical
seek to investigate
within
diverse
contexts Within
in orderthis
to
creatively advance the built environment .
see Section 3.2 for a complete description of strategic plans, benchmarks and future
1.5 PROGRAM SELF ASSESSMENT
Please
initiatives and assessment procedures.
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Drawing by Scott Taylor
2. Progress since Previous Site Visit
2.1
Summary of Responses to Team Findings
2. 2
Summary of Responses to Changes in the NAAB Conditions
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2.1 Summaries of Responses to Team findings.
The following deficiencies and concerns were identified in the VTR of March 2002. The School
yearly responses and corrections are summarized below.
2002 VTR deficiencies and concerns:
9.0 Financial Resources: Condttlon "not met" from 2002 VTR:
'7here are various budget concerns and deficiencies in the Spokane IDI program.
Resources for faculty development are inadequate. Students need computers and
software equivalent to those provided for students in Pullman. Student enrichment
through a consistent and vital lecture series is minimal. Resources need to be provided to
the Spokane campus library for the purchase of up to date architecture periodicals. A
clear policy and vision for utilizing development funds ear marked for the architecture
program needs to be articulated.
Also the operational budget for the SOACM Is not comparable to the resources provided
to departments of similar size in the college. The program is twice the size of the Civil
Engineering and receives almost $40,000 less for operation. It is about the same size as
the Mechanical engineering Department and receives almost $37,000 less for operation.
The program is approximately $25,000 in the red every year."
Summarized response from 2003 report:
9.0 Financial Resources: Since the team visit in March, faculty development funds for the
Spokane faculty have been increased by the Spokane Dean to $1,000 /year per faculty
member. This is now at the same level as resources allotted to Pullman faculty for travel and
professional development. In addition, new computers have been purchased in Spokane. The
open lab now has thirty computers and the computers in the studio space have been updated.
We are in the process of working with the Director of the Design Institute as well as the technical
staff at both campuses in order to coordinate our purchases of software. This will allow continuity
of software and computer applications between the Pullman and Spokane campus.
In terms of the Pullman operating budget we are continuing to work on this issue. WSU is not
unlike other universities across the nation and is experiencing budget shortfalls. What is clear
from this condition is that the School must continue to demonstrate to the administration that we
are moving forward and that we have plans for the future. Our ability to be creative and
demonstrate innovative methods of teaching and scholarly work is what will ensure that the
School is positioned in the best way possible to receive available funds.
9.0 Financial Resources: Over the past year development monies have increased by a factor of
two. The School currently has development money to be used for discretionary purposes that is
the highest in the last seven years. Both corporate and individual giving for the architecture
program is approaching $50,000 tor the last year.
In addition, the School has received significant contributions for new scholarships particularly for
the graduate program. These include endowments established by two large firms in the state as
well as specific yearly scholarships established by two other Washington State firms. Also our
Jane Logan Scholarship was increased by $50,000 from the donor. The masonry industry which
has been a long time supporter of our program has also established an endowment to support a
distinguished lecturer as well as resources for our student masonry competition.
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State supported resources continue to be a challenge. State operating budget has decreased
over the last two years and we continue to look for creative methods and alternative sources of
revenue through our development activities.
Summary response from Third year Focused Evaluation 2005:
9.0 Financial Resources: With new leadership at the Spokane campus there have been
important and significant changes. Since the last accreditation visit professional development
monies in Spokane for faculty have increased and are now comparable to those at the Pullman
campus. In addition, Spokane faculty is allotted travel money to attend faculty meetings,
participate in reviews and attend committee meetings at the Pullman campus. For the last two
years one of our donors has provided an additional $250.00 per faculty member to supplement
professional development money. Faculty have generally utilized this money to cover expenses
for attending conferences and professional meetings.
terms of computers the Spokane campus has recently purchased and upgraded new
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computers and added new software in both the computer lab and studios. Students have
access to all of the Autodesk software as well as graphic software, plotters and printers. This
provides Spokane students with all of the technology available in Pullman.
Also, this past fall the Design Institute sponsored a Design/ Research week which focused on the
issue of health and the built environment. This three day symposium featured a design charette,
lectures, seminars and discussions on this topic. Individuals from the design and health disciplines
were invited to present their work in an interdisciplinary forum. Some of the participants in this
event were:
The library at the Spokane campus has a policy of purchasing books or subscribing to journals
when requested. Over the past three years no requests from facuity for additions to the
collection have been denied. The collection continues to grow and is linked with the library at
the main campus as well as regional and national libraries. Students are able to request books
from these remote libraries and have them delivered to Spokane usually within 3 - 5 days.
With the change of leadership in Spokane, budget issues have become transparent between
the Director of the School and the Director of the Design Institute. There is continuous and open
discussion regarding funds and how best to utilize development monies to benefit the students
and faculty.
Pullman Budget:
The chart below identifies cash flow in the School over the last three years. As shown, the school
has maintained a positive cash flow in each of the three years. Also, monies that are retained as
accruals from state supported funds are utilized as carry forwards and are shown as revenues for
the following year. At WSU operations and salary monies are utilized as one pool of funds. As
such there is not a separate line item for operations which allows units in the college to be
such each department head manages the relationship between salaries and operations and as
compared with each other.
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Cash Flow History
State & Other
Development
Sub-totals
Total
Cash Flow
1,886,276
(1,770,940)
228,861
(76,650)
2,115,137
(1,847,590)
267,547
1,992,873
(1,914,232)
298,603
(107,100)
2,291,476
(2,021,332)
270, 144
1,942,153
(1,964,946)
402,300
(144,964)
2,344,453
(2, 109,910)
234,543
Fiscal Year
Revenues
Expenditures
2002
Revenues
Expenditures
2003
2004
Activity Type
Revenues
Expenditures
Over the past three years the school has seen a dramatic increase in donations and
development funds as shown in the table above. A portion of this money has been directed
towards our graduate program which includes endowments established by two large firms in the
state as well as specific yearly scholarships established by two other Washington State firms. The
Weller Architecture Excellence fund which is the general donor fund used for discretionary
spending to support the school has increased from less that $1,000 in 2001 to $54,000 in 2004.
Summarized Responses from 2006 report:
9.0 Financial Resources: Changes identified in last years report continue to be operational and
equity in terms of budget issues between Pullman and Spokane has been remedied. In terms of
computers and access to digital media the Spokane campus has invested in new computers for
students. This is part of the new facilities on the south side of campus for graduate students in
architecture and interior design. The new facilities provide studio, classroom and meeting areas
for graduate students.
The Design Institute continued with the second year of the "Fall Design Week." This year the
focus of the symposium was on health care and Health care environments. This symposium/
conference focused on paper sessions as well as renowned speakers in the area of health care
environments.
The library at the Spokane campus has a policy of purchasing books or subscribing to journals
when requested. Over the past three years no requests from faculty for additions to the
collection have been denied. The collection continues to grow and is linked with the library at
the main campus as well as regional and national libraries. Students are able to request books
from these remote libraries and have them delivered to Spokane usually within 3 - 5 days.
Pullman Budget:
The chart below identifies cash flow in the School over the last four years. As shown, the school
has maintained a positive cash flow in each of the years. Also, monies that are retained as
accruals from state supported funds are utilized as carry forwards and are shown as revenues for
the following year. At WSU operations and salary monies are utilized as one pool of funds. As
such each department head manages the relationship between salaries and operations and as
such there is not a separate line item for operations which allows units in the college to be
compared with each other.
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Cash Flow History
Activity Type
Fiscal Year
Revenues
Expenditures
2002
2004
Sub-totals
Total
Cash Flow
1,886,276
( 1,770,940)
228,861
(76,650)
2,115,137
(1,847,590)
267,547
1,992,873
( l,914,232)
298,603
(107,100)
2,291,476
(2,021,332)
270,144
1,942,153
( 1,964,946)
402,300
(144,964)
2,344,453
(2,109,910)
234,543
Revenues
Expenditures
2003
Development
State & Other
Revenues
Expenditures
2005
Revenues
Expenditures
1,978,771
( 1,980,656)
464,013
(186,228)
2,442,784
(2, 166,884)
275,900
ment
funds as shown in the table above. A portion of this money has been directed towards our
graduate program which includes endowments established by two large firms in the state as
well as specific yearly scholarships established by four other architecture firms. It is expected that
for the fall semester 2006 we will be offering 8 - l0 scholarships supported by NW architectural
firms for our graduate students. The Weller Architecture Excellence fund which is the general
donor fund used for discretionary spending to support the school has increased from less that
$1,000 in 200 l to over $50,000 in 2007.
12.5. Fundamental Design Skills: Condition "not met" from 2002 VTR
'7here does not seem to be a strong conception of or consistent commitment to
teaching fundamental design principles. The core values that students receive In their first
design studios seem to vary widely and depend primarily on the desires and approaches
of Individual faculty members."
from 2003 report:
Response
12.5. Fundamental Design Skills: This past fall we initiated some specific actions to address this
issue. In the first year we have appointed a coordinator who is responsible for establishing the
syllabus, content and projects for all sections of architecture 10l. The coordinator works closely
with the architecture l0l faculty as well as teaching assistants to ensure consistency of material
delivered in this course. Another component that we have added is that there is now a onehour lecture each week for all students enrolled in this course. This allows the coordinator to
to all 250 students the material that is being covered and the issues that need to be
upon by the students. This process is working well and the level of coordination and
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present
focused
consistency is excellent. We will continue the process of coordination for the second semester of
architecture 103 this spring.
In the second year we have implemented a similar method by appointing a design level
coordinator. (This has been implemented at all years.) The coordinator is responsible for making
sure that our identified "areas of knowledge" for second year are being implemented
throughout the semester. Throughout the semester the Director meets with the coordinators to
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discuss progress and problems that may be occurring. The coordinators also meet with faculty
from their respective years to discuss consistency in terms of grading and project types.
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Response from 2004 report:
12.5. Fundamental Design Skills: As reported last year we have made substantial changes in the
first two years to address fundamental skills. As a further development, all the syllabi for the first
two years are coordinated between all sections. In addition there is a common evaluation sheet
used by all faculty for design projects as well as coordination between sections through our
areas of knowledge matrix that was developed by the school for design studios.
Summarized responses from Third Year Focused Evaluation 2005:
12.5. Fundamental Design Skills: We continue to refine and make progress relative to our studios
in the first two years. In the fall semester Professor Mike Owen coordinates all of our first year
studios. This has provided a level of consistency in terms of project types as well as content. In
the spring semester Professor Taiji Miyasaka coordinates our first year studios. The faculty of the
school has identified fundamental skills and content for these students that are carried across all
sections {see Areas of Knowledge Matrix).
In the second year studios the design level coordinator is responsible for overseeing and
managing consistency in terms of project type and emphasis. Our Areas of Knowledge Matrix
identifies six areas of knowledge that provide a foundation for all studios. In the fall semester of
the second year the focus is on abstract and critical thinking. In particular students will be asked
to interpret and evaluate works of art and or literature and utilize these works as sources of
inspiration for architecture. At the same time students are refining skills in terms of drawings and
models.
In the spring semester students begin to focus on issues of structure, materials and context. This
corresponds with the materials course that is taught in the second year and sets the stage for
structures courses that begin in the third year. The expectation is that students at the end of the
second year will have developed proficiencies in the six areas identified for second year
students.
In terms of assessment, at the end of each semester we have an all school exhibition and review
of studio work. The faculty reviews all studio work and fills out an assessment form {enclosed). This
form is then used to identify deficiencies in studios that are then discussed with individual faculty.
12.5. Fundamental Design Skills: We continue to refine and make progress relative to our studios
in the first two years. With the retirement of Professor Mike Owen Professor Taiji Miyasaka is
coordinating all of our first year studios. This will provide enhanced consistency between
semesters and will increase the flow of material between each semester. In addition Professor
Miyasaka has been provided some release time in the fall semester so that he can have an
active engagement in the first year studios taught by our graduate students.
In addition to the changes that were identified for second year in last year's report all second
year students will be required to purchase laptop computers for the second year for fall 2006. As
such we have reconfigured some of the content in the studio to incorporate and integrate the
computers in the studio. We have added one credit to the second year studios and our intent is
to use the computers to support the design objectives for the course. In the fall semester
students will be integrating Sketch Up into their studio projects and in the spring we will be
integrating a second modeling software.
We continue to implement our semester studio review where all student work in the school is
displayed and reviewed by all faculty at the end of each semester.
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12.11. Non Western Traditions: Condition "not met" from 2002 VTR
There was very little evidence of this awareness. However. Professor Samizay's studio
course on Afghanistan and Professor Wang's proposed summer foreign travel China
provides potential models for wide adoption in the curriculum. Discussion seems to be
absent in history courses (although included in syllabus) and infrequent in design and
theory
courses.
Summarized Response from 2003 report;
12.11. Non Western Traditions: The School has embarked on addressing this issue in various ways.
As mentioned in the team report Professor David Wang and Professor Rafi Samizay teach a
course on East- West philosophy of architecture and Islamic Architecture respectively. Professor
Wang's course counts as a Tier Three GER. Over the past year approximately 253 of our
students have enrolled in this course. Professor Samizay's course in Islamic Architecture is also a
Tier Three GER for students in other disciplines. Students in architecture may take this course as
an architecture emphasis elective.
Other activities in this area include a study tour led by Professor Wang to China. This program will
of Hong
Kong forofa week and
of lectures
critiques
theHonors
School.College at WSU. {This
occur during
the summer
is a jointand
program
withatthe
2003
trip actually occurred in December of 2003) Also, this spring we will be hosting a scholar from the
University
Finally, we are conducting a search for a new faculty member in architectural history. With the
addition of this new faculty in the fall of 2003 we will move to implement a segment of our core
history courses to cover non-western traditions. This will be information that all students will
receive regardless of whether they are in the four-year program or the graduate program.
Non Western Traditions: In addition to the items identified in last years report we have
12.11. made the following changes. Architecture 324 has been increased from two credits to three
and is also a writing in the major course. The 333 increase in contact hours for this course has
allowed for increased material in non western traditions to be introduced. We have hired a new
history faculty who understands this need and has made deliberate changes in the syllabus to
accommodate the non western traditions.
Professor Wang continues his work in China and will be teaching a course on the architecture of
China in the spring of 2005 and will be leading a group of our students to China during the
summer of 2005. Professor Samizay has spent the past year on professional leave in Afghanistan
working to help rebuild the educational structure of the university as well as working on some
master planning of the city of Kabul. We are hopeful that this will eventually lead to our students
being able to travel and study in Afghanistan.
This past year two of our faculty published a book on the traditional values of architecture in
Islamic culture. This book provides a great resource in non western architecture.
This past year the School co sponsored an exhibition with the Museum of Fine Arts on
Afghanistan which attracted faculty, students and administrators throughout the university and
community.
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Summarized responses from Third Year Focused Evaluation 2005:
12.11. Non Western Traditions
Since our last accreditation visit Architecture 324 History of Architecture Renaissance through
19'h century has been increased from two credits to three. This course has also been designated
as a writing in the major course of which all students need a total of two prior to graduation. The
333 increase in contact hours for this course has allowed for increased material in non western
traditions to be introduced. Also our first history course Architecture 220 now has a segment that
covers non western traditions. In addition, topics such as Native American architecture have
begun to be introduced into our history courses. These changes are the direct result of the hiring
of Professor Phil Gruen who coordinates our history sequence. Professor Gruen understands the
need to expose students to this material and has worked to integrate this material into his
courses (See enclosed syllabi and writing assignment).
Professor Wang continues his work in China and teaches our philosophy 435 course which is a
comparison of eastern and western traditions in architecture. This course is a tier three GER
which means that architecture students can take this course for GER credit. Over the past three
years 40 - 503 of our fourth year students have enrolled in this course. In addition this past fall
semester Professor Wang was on professional leave in China and is nearing completion of his
new book that will be used for his course. In addition, planning for off campus programs to
China is still in progress. With the addition of new faculty member Taiji Miyasaka we are also
exploring opportunities in Japan.
Professor Samizay has spent the past year as well as the current year on leave without pay
working in Afghanistan. He is designing and constructing new public as well as civic buildings
throughout the country. Once stability is restored to this country we are expecting that this will
lead to our students being able to travel and study in Afghanistan.
Other events that reinforce non western traditions are as follows:
•
Professors Rahmani and Kazimee published a new book on the traditional values of
architecture in Islamic culture. This book provides a great resource in non western architecture.
•
Afghanistan which attracted faculty, students and administrators throughout the university and
community.
12.11. Non Western Traditions
In addition to changes noted in last years report Professor David Wang led a study tour to China
during the winter break of 2005. This was a two week trip and the students visited both historical
and contemporary sites in China. Presently Professor Wang is planning for another trip to China
this next fall semester.
Professor Samizay continues his work in Afghanistan and is working on providing internship
opportunities for students. Our expectation is that once the environment is safe our students will
be participating in activities in Afghanistan on a regular basis.
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12.14 Accessibility: Condition "not met" from 2002 VTR
This criteria is not met as it is not explicitly shown at any level in the design work.
12.14 Accesslbllity: We continue to work at the integration of these issues into the design studio
projects. While issues of accessibility for disabled are covered in our required codes course, we
have begun to integrate this material into our studio courses. Accessibility is identified in our
newly generated "areas of knowledge" matrix jreviewed by visiting team in March) for design
studios, and as such will be emphasized with a high level of importance in the future. Several of
our faculty work to integrate these issues into their studios by having students' role play as a
disabled person. As an example, students in these studios experience issues that directly impact
individuals in wheel chairs to understand how buildings lack of accessibility can impact their life.
14 Accessibility:
12.
Building upon last years changes, the issue of accessibility continues to be integrated into the
studio as well as required courses. Our comprehensive studio evaluation form identifies
accessibility as one of our evaluation criteria. Studio syllabi and design reviews continue to raise
student awareness of this issue.
Summarized Responses from Third Year Focused Evaluation 2005:
12.14 Accessibility:
The issue of accessibility continues to be integrated into the studio as well as required courses.
Our comprehensive studio evaluation form identifies accessibility as one of our evaluation
criteria. Studio syllabi and design reviews continue to raise student awareness of this issue. Also
accessibility issues have now been introduced into our Environmental controls courses during the
segment on conveying systems.
12.14 Accessibility: The issue of accessibility continues to be integrated into the studio as well as
required courses. Our comprehensive studio evaluation form identifies accessibility as one of our
evaluation criteria. Studio syllabi and design reviews continue to raise student awareness of this
issue. Also accessibility issues have now been introduced into our Environmental controls courses
during the segment on conveying systems.
Causes for Concern from 2002 VTR:
Advising: The School has responded to this concern by reorganizing our staff to have one
academic coordinator for architecture and another for construction management. This allows
our architecture academic coordinator to focus upon advising for architecture students. First
year advising is accomplished through mass advising from three faculty and the academic
coordinator. Upon entering the school as freshman students are required to monitor their
progress in courses and present this information before being advised. In our upper
undergraduate years students are advised through appointed faculty and at the graduate
program students are advised through the program coordinator and academic coordinators at
both the Pullman and Spokane campus.
The school has implemented a policy that all students entering into the
year must purchase laptop computers. Students are provided minimum specifications
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Digital Media Integration:
second
for hardware and software. All printers and plotters are available for web based printing. At the
second year computers are required to be used for a minimum of one project each semester
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utilizing one of the software systems. Upper years are utilizing computers through courses in
AutoCAD, Maya with new applications planned in Revit and other BIM software.
Early Design Sequence: Since the last visit we have assigned one faculty to coordinate all of our
first year studios. In this capacity he is responsible for developing the problems and ensuring that
there is consistency in content and delivery methods. We have also enacted a one credit fall
lecture course for all first year students so that issues of design can be presented and discussed.
In the second year we established through our areas of knowledge matrix (See appendix)
criteria and outcomes for second year studio. This has provided a common framework for
faculty to develop studio projects and develop consistency in the studios.
Pullman Campus Operating Budget:
Interdisciplinary Design Institute (Spokane)
Faculty Development: The faculty in Spokane receives the same development allocations as the
Pullman faculty ($1,000/ yr). In addition, when warranted additional funding is provided by the
school. Faculty in Spokane have also been successful in acquiring travel grants to help offset
travel costs.
Development activities are determined and organized from the Pullman campus through the
Director of the School. Development funding particularly related to scholarships for students are
available and awarded to students at both campuses.
Computer Integration Issues: Since the last report there is parity between the two campuses in
terms of courses in computers. Spokane courses cover all the same material as Pullman courses.
Information Resources: Library facilities in Spokane offer students extensive library loan
opportunities through the Pullman libraries as well as other universities. In addition the library in
Spokane has a policy of purchasing all books requested by the faculty.
Administrative Structure: Since the last visit there has been a new leadership team appointed to
the Spokane campus. This change has facilitated greater communication and collaboration
between the two campuses. The shift in administration has provided greater clarity in terms of
mission and the service learning component is now an integral part of the Design Institute. Also,
the new Doctor of Design program in Spokane has facilitated the clarification of the mission in
Spokane.
Curriculum: While coordination of the fall fourth year studio in Spokane still presents challenges
improvements have been made. The Director of the school has been responsible in conjunction
with the Director of the Institute for assigning architecture faculty to the fall studio. This
communication has helped to provide greater consistency.
Physical Resources: The Spokane Design Institute now has two computer labs in the Academic
One Building as well as computer stations in the newly renovated FO Berg Building. This is the
building that houses graduate students. Over the past several years the issues that were present
during the last visit due to computer technology have been remedied.
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2.2 Summary of responses to changes In the NAAB Conditions
The school has responded to recent changes in the conditions for accreditation through
the following actions.
• The school has had in place since 2001 a policy on studio culture. The policy
which is on our website is presented to students at the beginning of each
semester. See section 3.5 for full content of the policy.
•
•
We are responding to the minimum requirements for credit hours by reevaluating
our credit hours in the 1.5 year segment of the M Arch program. Over the next
year we will be working on reconfiguring our studio sequence and adding hours
The changes in the student performance criteria have been accommodated
to the program to meet the total credit hour requirement.
through the following:
o
o
o
Sustainability is included in our ECS and studio courses. In addition we
have in place a course that prepares students to become LEED
accredited. The architecture 525 course was focused upon issues of
globalization and sustainability and the school was an active participant
in the "2010 teach in." The school also provided an entry into the most
recent solar decathlon project. The school has also established the
Institute for Sustainability. This institute is a collaboration between
architecture, construction management, civil engineering and the WSU
wood materials lab.
Client role in architecture is developed in our Architecture 573 Ethics and
Practice course taught by Roger Williams FAIA. Issues of globalization,
outsourcing, project delivery etc. are covered in this course as well as
Arch 525. Issues of delivery systems will be introduced in the fall of 07 when
a segment of the Arch 573 will be integrated with our construction
management course on delivery systems.
The changes in technical requirements (costs and specifications) have
been implemented in our spring semester third year studios. Also we have
introduced a course in conceptual estimating as an elective course
taught by the Assistant Director for Construction Management. This course
is taught once per year and accommodates approximately 15 students.
We have also developed a minor in construction management for
architecture students. This option is open to about ten students per year.
Architecture students are also allowed to take CM courses as architecture
electives. We also have a small number of students that double major in
architecture and construction management.
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3. The Thirteen Conditions of Accreditation
3.1 Program Responses to NAAB Perspectives
3.1.1 Architectural Education and the Academic Context
3.1.2 Architectural Education and the Students
3.1.3 Architectural Education and Registration
3.1.4 Architectural Education and the Profession
3.1.5 Architectural Education and Society
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
Program Self Assessment Procedures
Public Information
Social Equity
StudioCulture
Human Resources
Human Resource Development
Physical Resources
Information Resources
Financial Resources
Administrative Resources
Professional Degrees and Curriculum
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3.1 1
Program
Perspectives
Response
to
the
NAAB
3. 1.1 Architecture Education and the Academic Context
The School of Architecture and Construction Management is well placed within the university
environment. Washington State University is a land grant institution with its historic focus on
agriculture and engineering. The University also enjoys the offerings of a large College of Liberal
Arts, which includes a School of Music and a Department of Fine Arts. Architecture, as a discipline
provides an important linkage within the University's intellectual environment. The University's
vigorous General Education Requirements (GER's) have a positive effect on the education of our
students. Students at WSU must take a minimum of 40 credit hours of GER's. These include science,
math, English and liberal arts. In addition, the GER's are developed in three tiers which must be
completed at different years. Students are also required to take a minimum of one GER in the
area of diversity. The school contributes to university GER's by offering four courses that students
outside architecture may take for GER credit. These are Arch 202, 220 (tier I) and 428 (tier Ill). In
addition professor Wang offers a tier Ill GER with a philosophy prefix, Phil 435 East West
Architecture .
Students of the School have benefited greatly from the University's commitment to improve
writing "across the curriculum." Architecture students can take advantage of tutors in the
University Writing Center; and, WSU is the only major public research university in the country that
requires an approved writing portfolio for graduation. The School offers four M courses (writing in
the major) with a fifth one (arch 428) coming on line. Students in architecture are required to take
a minimum of two M courses before graduation.
The School supports the University's nationally recognized Honors College. There are
approximately 20 honors students in the school. One architecture faculty member is assigned to
provide advising to these students .
The School has supported the University's efforts in establishing a multi-campus system by
extending its programs to the Spokane campus. It is a primary participant in the Spokane
Interdisciplinary Design Institute, composed of architecture, landscape architecture, interior
design. Each Year one cohort of fourth year architecture students spend the year in Spokane
engaging in interdisciplinary courses and service learning activities. Additionally, one cohort of 1 .5
year M Arch students is residing at the Spokane campus. We have recently expanded the M Arch
program to include 2.5 year option students who also reside at the Spokane campus. The school
has four full time faculty in Spokane. The director of the school is responsible for faculty teaching
assignments and performance reviews. The Director also works with the Director of the Institute to
resolve and develop issues of mutual benefit.
Other linkages with the University have been through service. The faculty serves on a variety of
University committees, including: Facilities Planning, faculty senate, Historic Preservation, Facilities
and Academic Affairs. Other university contributions by faculty include International Programs
Advisory Committee, Global Studies Committee, Internalization Task Force, President's Teaching
Academy, Critical Thinking Initiative, Writing Programs and Summer Alive! In addition one faculty
has recently been appointed to the WSU Presidents Teaching Academy. We have also been
successful in having two of our alumni receive the 2007 WSU Regents Alumni Achievement Award.
This is the highest award the university bestows upon alumni. Past recipients include Nobel
laureates and Edward R. Murrow.
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3.1.2 Architectural Education and the Students
The school fosters and encourages student involvement and responsibility for their education.
The school provides the forums and mechanisms for students to be engaged in issues of
architecture as well as pertinent social and cultural forces.
In terms of governance the School Advisory Committee is a faculty elected committee to work
with the Director in establishing policy decisions for the school. The AIAS student president as well
as the Building Without Borders President sit on this committee. Topics over the recent year have
included grading policies, issues of Architecture and CM integration and the purchase of new
equipment including laser cutter and CNC. Also each month the Director meets with the
leadership of the AIAS to discuss issues in the school and receive feedback from the students.
Each year the school provides resources for the president and vice president of AIAS to attend
the Grassroots conference.
One of the most significant changes we have made in terms of students education is the
implementation of our required study tours. Each year our third and fourth year students are
required to participate in a domestic study tour. These faculty led tours provide on site
experiences to various cities and environments in the US. Tours have included Chicago, New
York, Boston, LA, and Phoenix etc. These trips are for about five days and students pay for these
tours through course fees. At the graduate level all of our students participate in a foreign studies
tour in the spring. These tours include Amsterdam and Barcelona. The study tours are critical to
providing our students with a diverse understanding of our global culture and exposure to values
and beliefs that differ from their own. Students are also provided opportunities to study overseas
through faculty led School programs as well as programs from other institutions. WSU faculty led
programs also include exposure to professional practice which has resulted in several of our
students receiving international internship positions in London and Australia.
We have also instituted a program for our M Arch students where they receive elective credit to
work with faculty on specific research topics. Students will work with a faculty with the purpose of
publishing a research proposal. The publication may take the form of a conference paper,
journal article or architectural competition. In this way students begin to understand the value
and methods of architectural research.
We endeavor to instill in our students a sense of social responsibility and professional ethics. They
are encouraged to be team players, to work with and be sensitive to others' needs. The
students to experience collaborative design with the sister disciplines of landscape
Interdisciplinary Design Institute in Spokane provides an excellent opportunity for our
year
architecture and interior design.
and
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Architecture Education and Registration
With the transformation of our program from the Bachelor of Architecture to the
Master of Architecture we have reconfigured our course work and expectations for our students.
At the same time the school is committed to providing an architectural education that prepares
our students to become licensed professional architects. Our graduate program is focused on
the comprehensive design of a building and environment that addresses the current issues
facing architecture, our culture and our civilization at large.
3.1.3
To that end our students become knowledgeable of the profession through their coursework as
well as the following:
•
Each year the State of Washington Licensing holds one of its meeting at our school. During
this day the board meets with students on a formal and informal manner to discuss current
laws and regulations relating to architecture as well as requirements for IDP.
•
The School reinforces these issues throughout the year through our Ethics and Practice
course as well as our guest lecture series. The Callison Endowment provides funding for guest
lectures to come to campus to discuss issues architectural registration.
•
As part of the Master of Architecture program students are required to participate in a
summer internship during the summer between their second and third semester. The
internship is set up with a series of firms on the west coast. Students work directly with a
mentor in the firm and are required to maintain weekly logs. The mentor in conjunction with
the graduate coordinator work together to establish a grade for the course at the end of the
summer. The internship is modeled after the IDP program.
Over the past several years we have taken a proactive stance in terms of hiring architects
from the Seattle area to come to Pullman and Spokane to teach courses in our program.
(See section 3.1.4).
•
Our educational experience provides the necessary preparation for the ethical and professional
responsibilities of the architect as well as giving the students the needed ideas and skills to
perform as registered professionals.
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3.1.4 Architecture Education and the Profession
Preparing for the profession has been a long-standing mission of the WSU School of Architecture
and Construction Management. The critical changes in the profession have been introduced to
our students through some specific initiatives.
Integrated Education series: In the spring of 2006 the school implemented its first integrated
education series. This program takes advantage of the uniqueness of the school housing
programs in architecture and construction management. The mission of this program is to:
To promote integrated education between architecture and construction management
through innovation in academic initiatives and to foster enhanced communication between
the professions of architecture, construction and educational institutions.
To that end we have initiated a three part program for integration. It is as follows:
The First Curriculum: The first curriculum focuses upon the teaching of discipline specific
requirements. These are the areas of knowledge, skill sets and tools necessary for students to
function and advance the professions of architecture and construction management. The
second Curriculum: The second curriculum for integration is demonstrated through required
courses that are shared between architecture and construction management students. These
include all structures, materials and environmental control courses. In addition minors in each
field allow students to gain fundamental knowledge regarding each complimentary discipline.
Also, special studios and courses are in place and being developed where architecture and
construction management students work in collaborative and team environments where shared
skills can be utilized and developed. The Third Curriculum: The third curriculum is a collaborative
partnership between the school and professions of architecture and construction. In this
curriculum the school sponsors symposiums that are developed and delivered by the school and
leaders from the profession. During the spring of 2006 the school sponsored three symposiums
where over 30 professionals participated and conducted seminars on topics such as leadership
and team building, design and communication and delivery systems. The third curriculum
continued during the spring of 2007 with a symposium on February 23, 2007. This symposium was
a hands on problem solving workshop where architecture and CM students were working
together on specific problem types. Students were divided in to teams from each discipline and
were asked to solve specific design and construction problems and then make verbal and
graphic presentations of their solutions (See appendix).
The School of Architecture and Construction Management at WSU is unique as one of a limited
number of universities in the nation where the two disciplines are housed within the same
academic unit. Our goal is to utilize this uniqueness to develop a program where excellence in
architecture and construction are a result of collaboration and integration. When the board
meets in Pullman in the fall semester board members will make presentations to students and
participate in studio reviews as part of the meeting.
The School's program in Spokane provides opportunities for students to link with area
professionals. It also provides a forum for professionals to interact with scholars and students in
debating issues pertinent to the profession and the academy. Many students at the Spokane
campus work in local firms and the architectural community in Spokane has been very
supportive of our students and the program.
Practitioners regularly participate in design reviews, seminars, and panel discussions and attend
lectures, exhibits and other events of the School, on both the Pullman and Spokane campuses.
Many faculty of the School are active members of AIA. The School has regularly participated in
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AIA Northwest and Pacific Region meetings by organizing exhibits of student and faculty work
and other activities.
The school Advisory Board is composed of approximately 20 individuals from architecture and
construction management. The board meets twice a year and has critical in implementing our
integrated education series as well as helping to formulate curriculum changes and provide
feedback for our programs.
Finally, the school has been very active in bringing to campus architects from Seattle and
Portland area to teach in the school. This has yielded a new infusion of personalities into the
program that is able to speak about current issues in architectural practice and design. These
individuals include:
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Richard Hobbs FAIA
Stanford Wyatt AIA
Rena Klien FAIA
Chris Patano AIA
Robert Hermanson AIA
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3.1.5 Architecture Education and Society
In its broadest sense, education deals with values. Architectural education at WSU is seen as a
value-generating endeavor that interacts with society in a symbiotic and interactive way. As
the needs of society changes in this complex global community, we see our responsibility to
prepare our students to deal with issues of a plural society in this ever-changing context. The
school subscribes the philosophy that students must be exposed to a diversity of ideas and
values in order for them to make informed decisions regarding their life and architecture. This is
achieved in part through the following.
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The school has a very diverse faculty with individuals from six different
nationalities. This provides our students extensive expertise and well as varied cultural
values.
The students experience cultural and social issues from our study
tours and off campus programs (The school is cited by the university as a model program
for international study) to our special projects (solar Decathlon) and service learning
programs in Spokane.
We continually emphasize to our students the need to have empathy with different cultural
views and to develop the skills to hear other voices and to be able to work in a multicultural
society.
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3.2 Program Self-Assessment
Seff Assessment Process
The school implements five formal assessment processes that yield specific data and
information and a series of informal processes that provide anecdotal feedback.
Formal Processes: The University has established that all programs must develop a series of
benchmarks by which they can measure and gage their progress and development. The
school has established benchmarks and each year must report through the dean to the
Provost on our progress. The format and categories for the benchmarks were determined
and established by the Provost. The benchmarks were established in 2004 and the responses
reflect the most recent accomplishments in 2006.
Seff Assessment 1. Benchmarking
Benchmarks
Accomplishments and Progress: May 2006
1. The undergraduate experience:
Percent of students engaged in interdisciplinary courses
503 of undergraduates to have courses/ studio experiences that provide
interdisciplinary work by graduation.
Develops understanding of related disciplines and professional context tor
practice and improves level of undergraduate experience.
Since 2004 we have been able to achieve this goal through a series of
initiatives and Innovative activities. The following are examples of new
lnterdlsclpllnary activities.
• Architecture, construction management, engineering and Interior design
students worked together on the solar decathlon project which was
designed, bullt and exhibited In the mall In Washington DC In October of
Benchmark:
Target:
Impact:
Accomplishments:
2005.
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Spring of 2006 two cohorts of third year architecture students worked with
CM students and faculty at the wood materials lab for the proposed
design of the WSU Institute for materials and bulldlng Innovation. This
proposed Institute will become a component of the college capital
campaign Initiative.
Spring 2006 the school sponsored three symposiums on Integrated
Education. The symposiums were focused upon the Integrative nature of
architecture and construction management. Over 30 lndlvlduals from
each profession participated In the symposia leading discussions,
seminars and panel discussions.
One cohort of our fourth year and master of architecture students are
collocated at the Spokane Design Institute where they are taking courses
with Interior design and landscape architecture students.
Leaming outcomes.
Exceed minimum assessment and learning outcomes as per accreditation
requirements.
Provides mechanisms for evaluating the quality of education and for making
future curriculum changes.
Academic year 2005 - 2006 was spent reconfiguring course sequence and
content In construction management to exceed accreditation requirements.
These changes will be Implemented In the fall of 2007. Senior exit Interviews
were distributed and collected for the second year. In architecture In
Benchmark:
Target:
Impact:
Accomplishments:
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lnltiottves were developed to align theory and history courses and new
curriculum changes were developed for studio content.
Benchmark:
Target:
Impact:
Percent of student increase in enrollment.
Obtain funding for new faculty to increase enrollment in undergraduate
construction management program by 253.
management graduates. Increases visibility and contributes to economic
Will address high demand from industry and students for construction
growth in Washington.
During the fall semester we received a new CM faculty position and In the
spring of 2006 we were awarded a high demand position. As a result we will
be doubling enrollment In construction management to 50 students per year
starting fall 2006. In addition starting fall 2006 all four years of the CM program
will be located at the Pullman campus.
Expand critical reading and writing.
Increase critical reading and writing assignments by 253
Increases awareness of critical discourses related to each discipline and
improves level of undergraduate education.
During the fall semester we coordinated the course content and sequence
between our history and theory courses. This Involved the coordination of
reading material for each of the courses. Also In the spring semester we
lnstttuted a required reading component for each design studio. Readings
were utilized throughout the semester through projects and short seminars.
Accomplishments:
Benchmark:
Target:
Impact:
Accomplishments:
2. The Graduate Experience
Percent of new Enrollment in Master of Architecture i»rogram.
Obtain funding for faculty and staff to increase enrollment in M Arch program
by253
New enrollment will address national demand for this degree. Revenue
generated will support new faculty for increased enrollment.
Starting In the fall of 2006 we will be offering a new cohort of Master of
Architecture graduate students at the Spokane campus. We have admitted 10
students to the 2.5 year option which represents a 503 Increase In graduate
enrollment for the school and 1003 In Spokane. It Is expected that over the
next several years we will expand the enrollment to Include 3.5 year option
students.
Benchmark:
Target
Impact
Accomplishments:
Benchmark:
Target
Percent increase in Graduate scholarships/ internships.
503 increase in scholarships/ internships supported from profession for
Impact
graduate education.
New scholarships/ internships foster interconnection with profession and help
to offset cost of education.
Accomplishments:
We have seen about a 403 Increase In scholarships dedicated to our
graduate students. This post year has been spent working with architecture
firms and proposing sponsorship of scholarship. By foll 2006 we should be able
to exceed our 503 goal.
Benchmark:
Target
Impact
Percentage of students participating in Study Abroad experiences.
603 of students to have overseas experience by graduation.
Will facilitate broad exposure for students to diverse cultural and global
experiences.
Our foreign studies experience for students continues to expand. With the
continuation of our International study tours for graduate students all M Arch
students now have International travel experiences. This summer we have a six
week Italy program coordinated by two f our faculty and 18 students are
Accomplishments:
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participating In that program. In December of 2005 we had a study tour to
China for two weeks during the Christmas holiday. Currentty about 30 - 40 % of
our undergraduates are experiencing International travel. We also are
conttnulng with our domesttc study tour for all third and fourth year students
and are considering expanding this program to our second year students.
Percentage of outside critics/ lecturers
253 increase in invited critics/ lectures from outside the region.
Will provide opportunities for students to interact with distinguished individuals
from the professions.
Benchmark:
Target:
Impact:
Percentage of graduate students with pubHcation experience.
103 of graduate students each year to author papers with faculty support for
presentation at conferences or publication in scholarly journals.
Will provide opportunities for students to gain experience in conducting
research with faculty and presenting scholarly work and begin to develop
scholarly career path.
This past year we had two graduate students out of 16 working with faculty on
scholarship projects. Both students traveled with faculty to conferences and
presented papers In which they either co authored and or researched.
Benchmark:
Target:
Impact:
Accomplishments:
3. Research and Scholarship
Benchmark:
Target:
Number of Research assistants for faculty.
Faculty with established/ proposed research to select a minimum of one
graduate student to assist in research projects.
Will provide opportunities for students to work on individual basis with faculty
on research projects and gain experience in scholarly activities.
See above
Impact:
Accomplishments:
Percent of faculty publishing/ exhibiting work.
903 of faculty to publish, exhibit work, receive grants or awards and or present
at conferences each year.
Allows for faculty contributions to the advancement of the professions.
This objective has been achieved In the areas of scholarship through research
In papers and books or design work.
Benchmark:
Target:
Impact:
Accomplishments:
Percentage of faculty engaged in interdisciplinary initiatives through grants I
projects/ service etc.
203 of faculty research each year to have interdisciplinary focus.
Provides opportunities for faculty to collaborate across disciplines.
Benchmark:
Target:
Impact:
4. Societal Impact
Benchmark:
Target:
Increase external funding to support school initiatives.
253 increase in external funding for school development. Targeted initiatives
include school publications/ journals/ symposiums/ courses for profession etc.
Will allow for further outreach to professions and increase national awareness
of school.
See above on Integrated Education symposium. The school has had a 15%
Increase In development donations over the past year.
Impact:
Accomplishments:
Benchmark:
Target:
Percentage of students receiving internship opportunities.
753 of students graduating to have a minimum of two summers of internships
in professional firms.
Will ensure that students have acquired preliminary experience in professional
practice environments.
Impact
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Accomplishments:
953 of our graduate students receive Internship opportunities between their
second and third semester. Current staHstlcs for undergraduates Is not
available however a conservaHve estimate Is the 503 of undergraduates
(Second Year - fourth year) have summer Internships
Benchmark:
Percent of faculty engaged in editorial positions and national/ international
committees.
Target:
Impact:
Accomplishments:
253
Provides professional service to advance professions.
Currently we have three faculty serving on national editorial boards which Is
about 123 of the enHre faculty.
Benchmark:
Target:
Impact:
Accomplishments:
Number of service learning opportunities.
Provide a minimum of one service learning experience per student in the
upper division courses.
Provides students opportunities to engage in projects that are significant to
the community.
Students at the Spokane campus are Involved In service learning opportunities.
In Pullman students Involved In student organizations such as AIAS, ASCM and
Builders without Borders parHclpate In community service acHvHfes.
Self Assessment method 2: Student Exit Survey:
Prior to each graduation students are asked to fill out an exit survey. The survey
provides information to the school on effectiveness of courses, job opportunities
and areas of improvement. A copy of the exit survey is provided in the appendix.
Self Assessment method 3: School Advisory Board:
The advisory board plays an instrumental role in advising and assessing our program. The
board meets twice each year. Each meeting is devoted to updating board members on
current issues. Each meeting has specific goals and objectives for the board to provide input.
During the reconfiguration of the program from the B Arch to M Arch the board was very
active in helping to influence curriculum and providing assessment of our students.
Self Assessment method 4: Faculty Annual Reviews:
Each year the Director engages in an annual review process with each faculty. The purpose
of the review is to provide feedback on accomplishments as well as areas of development.
The annual review becomes one of the measures that are used in determining faculty raises.
Self Assessment method 5 Course Evaluations:
Every course in the program is evaluated by the students through formal course evaluations.
Course evaluations are made available to administration of the School as well as the faculty
member to be used along with other indicators in the tenure and promotion process.
Informal Assessment Procedures:
Faculty invite professional architects (both WSU alumni and non-alumni) as outside reviewers
of studio projects and in the process receive evaluative input from the participants. During
field trips, while visiting firms of the region, faculty hold meetings with employers and
graduates working in the firms to receive input regarding the preparation of the graduates
as they join the work force. Regular alumni gatherings are held in the region for the purpose
of informing them about the current developments of the School and programmatic
changes as well as inviting their feedback on outside perceptions of the School.
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3.3 Public Information
Currently students who enroll in the School of Architecture and
Construction
Management receive literature and information on the program, curriculum and School
policies through two different venues. The first is the Genera/ Catalog/University Website
and School Website. The website(s) and catalog describe the program as follows:
Bachelor of Science In
Architectural Studies Requirements
and
Core
Courses
The four-year pre-professional Bachelor of Science in architectural studies is a program
primarily for those who want a foundation in the study of architecture. This degree at
WSU is not accredited by the National Architectural Accrediting Board (NAAB) but
instead is designed for students who want to work in an architecturally related discipline
such as planning, technology, project and community development, or
within
government agencies. However, this degree may also be used as a preparation for
continued education in a professional degree program.
Students who pursue this option at WSU must complete all University requirements in
addition to school requirements listed below. Due to limitations of space and faculty,
enrollment in second-year courses and certification as a major in architecture can be
granted to only the most qualified students.
PRE-ARCHITECTURE:
FRESHMAN YEAR (First Semester)
Arch 101-Graphic Communications
GER (General Education Requirement)
or Math
or Physics requirement
Engl 10I-Introductory writing
GenEd 110 or 111 (GER)-Wor1d Civilization I or II
GER electives
FRESHMAN YEAR (Second Semester)
Arch 103--Visual Design
Arch 202-The Built Environment
GER elective
Math 1 71- Calculus I
or Math 206-Mathematical Analysis for Architects
or Phys 101-General Physics
or Phys 201-General Physics
CERTIFIED PROGRAM:
The School of Architecture and Construction Management accepts 60 students into the
second year. WSU students who wish to enroll in second year must submit an application
to the School of Architecture and Construction Management during the previous spring
semester. To be considered, a student must have completed at least 26 semester credit
hours of architectural program requirements. Selection is based on the student's GPA in
the 26+ semester credit hours of required course work. If students do not complete Arch
101, 103, 201 , and 203 at WSU, they will be required to submit visual evidence of their
architectural graphic and design work for review by the Admissions Committee.
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SOPHOMORE YEAR (First Semester)
Arch 201-Architectural Design I
Arch 220--Ancient History
Arch 330-Materials/Construction I
Phys 101-General Physics [P]
or 201-Physics for Scientists and Engineers [P]
or Math GER
SOPHOMORE YEAR (Second Semester)
Arch 203-Architectural Design II
Arch 209-Design Theory I
Biological Sciences (GER)
Physical Sciences (GER)
Social Sciences (GER)
JUNIOR YEAR (First Semester)
Arch 301-Architectural Design Ill
Arch 324-Renaissance to 19th Century Architecture
Arch 351-Architectural Structures I
Arch 353-Architectural Structures Studio
Arch 432-Environmental Controls I
JUNIOR YEAR (Second Semester)
Arch 303-Architectural Design
Arch 309-Architectural Theory II
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Arch 352-Architectural Structures II
Arch 354-Architectural Structures Studio II
Arch 433-Environmental Controls II
SENIOR YEAR (First Semester)
Arch 401-Architectural Design V
Arch 451-Computer-aided Design I
Arch
472-Construction/Communication/Codes
Tier Ill
GER
GER
Master of Architecture Program
The School of Architecture and Construction Management offers an accredited (NAAB)
Master of Architecture degree. Once completed, this degree allows students to
participate
in an architect
program
and
for the
StatebyArchitecture
Licensing exam.
(Note thatinternship
most states
require
anqualify
accredited
degree
the National
Architectural Accrediting Board (NAAB) in order to take the licensing exam.)
The accredited graduate program at WSU offers two different tracks for completing the
Master of Architecture degree. Track 1 is a 1 1h year program (3 semesters plus summer,
40 credits) and is specifically for students that have a four year undergraduate Bachelor
of Science in Architectural Studies from WSU or a professional accredited degree (B Arch)
from a university in the U.S. Track 2 is a 2 1h year (5 semesters plus summer) program that is
available for students who have a four year undergraduate pre-professional degree in
architecture from a U.S. university or its equivalent. Track 2 is also available for students
who need additional technical coursework and or additional studio work. Determination
for admission into Track 1 or Track 2 is based upon accomplishments and skills in course
work and design as demonstrated through the student portfolio.
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The Master of Architecture is offered at both the Pullman and Spokane campuses.
Approximately two thirds of Track l Master of Architecture students study at the Pullman
campus. The remaining one third conducts their studies at the Interdisciplinary Design
Institute at WSU in Spokane. Track 2 students study at the Spokane campus. Specific first
year coursework for Track 2 students will be based upon previous academic experience.
Master of Architecture students will engage in course work in site design, structures,
technology and history and theory. The culmination of graduate study is a two semester
graduate studio project. It is expected that the project be based on a defined
hypothesis and demonstrate a comprehensive understanding and solution to a
particular issue in architecture.
Master of Architecture Curriculum (final 3 semesters plus summer)
Note: Curriculum does not show Track 2 required undergraduate coursework as it is
individually determined by an Admissions Committee based on applicant's previous
degrees and relevant coursework.
Fall: Semester one - 12 credits
Arch
Arch
Arch
Arch
527 Site and Landscape Design- 3 credits
531 Advanced Tectonics - 3 credits
515 Research Methods and Programming - 3 credits
563 Structures Ill - 3 credits
Spring: Semester two - 12 credits
Arch 525 History and Theory - 3 credits
Arch 511 Graduate Design Studio - 6 credits
Arch 573 Ethics and Professional Practice - 3 credits
Summer - 4 credits
Arch 580 Internship/Travel/Independent Study
Fall - Semester three - 12 credits
Arch 542 Issues in Architecture - 3 credits
Arch 513 Graduate Design Studio - 6 credits
Elective (300 level or above) - 3 credit
National ArchHectural AccredHing Board Statement
In the United States, most state registration boards require a degree from an
accredited professional degree program as a prerequisite for /icensure. The
National Architectural Accrediting Board (NAAB), which is the sole agency
authorized to accredit US professional degree programs in architecture,
recognizes two types of degrees: the Bachelor of Architecture and the Master of
Architecture. A program may be granted a five year, three-year, or two-year
term of accreditation, depending on its degree of conformance with established
educational standards.
Masters degree programs may consists of a pre-professional undergraduate
degree and a professional graduate, which, when earned sequentially, comprise
an accredited professional education. However, the pre-professional degree is
not, by itself, recognized as an accredited degree.
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The NAAB grants candidacy status to new programs that have developed viable
plans for achieving initial accreditation. Candidacy status indicates that a
program should be accredited within six years of achieving candidacy, if its plan
is properly implemented.
The second method by which students receive information is through School recruitment
materials. This material is distributed to all incoming students either through the Summer
Alive program where incoming students register for courses or through freshman and
transfer student orientation. Material contained in the recruitment brochures (see
appendix) include all information in the General Catalog as well as further detailed
information regarding off campus programs such as foreign studies and the WSU Branch
Campus options. Students also receive information regarding accreditation as each
syllabus for all courses is required to identify which student performance criteria that the
course covers.
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3.4 Social Equity
Policies Concerning Equity in Hiring, Compensation and Promotion:
Washington State University and the School of Architecture and Construction Management
policy prohibits discrimination on the basis of race and sex, including sexual harassment, religion,
age, color, creed, national or ethnic origin, physical, mental or sensory disability, martial status,
sexual orientation and status as a Vietnam-era or disabled veteran in the recruitment and
admission of students, the recruitment, employment and retention of faculty and staff, and the
operation of all university programs, activities and services. In addition all searches conducted
for faculty at WSU are subject to review by the Center for Human Rights. We also have one of
our staff who is designated as our CHR person who has taken the courses in procedures for hiring.
In terms of compensation and promotion WSU like many other universities has had minimal raises
for faculty over the last years. However the determinant for faculty raises comes from annual
performance reviews as well as salary compression.
University Policies on Equity and Diversity
The University is committed to providing equity and diversity for all WSU students. The office of
Equity and Diversity is headed by Michael Tate, Vice President for Equity and Diversity. This office
is proactive in providing information and establishing policies that reinforce all issues of diversity.
Their mission statement and strategic plan read in part as follows.
The following serves as the framework for the University's Strategic Plan for Equity and Diversity
University Mission
As a public land-grant and research institution of distinction, Washington State University
enhances the intellectual, creative, and practical abilities of the individuals, institutions, and
communities that we serve by fostering learning, inquiry, and engagement. We are committed
to a culture of learning that challenges, inspires, liberates, and ultimately transforms the hearts,
minds, and actions of individuals, eliminating prejudice. Our differences are expressed in many
ways including race, sex, age, physical and mental ability, sexual orientation, religion, class,
philosophy, and culture. Respect for all persons and their contribution is essential to achieving
our mission.
Vision for Equity and Diversity
Washington State University advances equity and diversity throughout the institution and in the
communities it serves, by expanding inclusion, providing opportunities, and encouraging
individual and community development and achievement.
Equity is the principle that every person deserves fair and ethical treatment: it is the foundation
of our strategic goal of trust and respect in all we do.
Diversity, as defined in Washington State University policy and practice, is those differences,
including race, sex, religion, age, color, creed, national or ethnic origin, language, physical,
mental, or sensory disability, marital status, sexual orientation, class and status as a Vietnam era
or disabled veteran, which enrich and complicate our interactions with one another.
Diversity and equity are central to the University's mission for these reasons:
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We have an ethical responsibility to establish a more just and equitable society.
The strength of our nation's democracy depends on the broadest possible body of
educated and engaged citizens participating fully in civic life.
As a land-grant institution, we are particularly charged with service to all the people of
the state of Washington and with extending the benefits of higher education to as many
citizens as possible.
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Our capacity to educate students for success depends on the richness and diversity of
their educational environment.
The economic and social well-being of our state depends on the innovation and growth
driven by diverse perspectives and ideas.
School Pollcles
The School has adopted a series of policies (see appendix) in 2001 that establish expectations
for students so that all can learn in a supportive and positive manner. The policies are published
on our website and each year at the beginning of the semester these policies are reviewed with
all students. The policies include studio environment policy, course repeat policy, writing policy,
study tour policy as well as others. The preface to these policies describes the atmosphere we
expect in the school.
The School of Architecture and Construction Management at Washington State University is
committed to providing our community of students with an exceptional educational experience.
Our student population comes from diverse social, economic, and ethnic backgrounds from
throughout the United States and many foreign countries. As part of our commitment to our
students this manual of the School's policies and procedures has been developed and
approved by the faculty. The following is the introduction taken from the school handbook on
policies for students.
The following policies are specific to the School. As such, they are supplemental to other
policies and procedures of the College and the University. University policies are outlined
in the University's General Catalog. Students should become familiar with the General
Catalog for the year in which they entered WSU as the General Catalog establishes
University guidelines, policies and expectations for WSU students.
Also included in this document is accreditation criterion form the National Architectural
Accrediting Board. (NAAB) Accreditation procedures require that all students must
receive copies of these criteria. I encourage you to read through this material as it
directly impacts your education
If at any time you have questions or concerns about the contents of this manual please
feel free to contact any faculty or staff member or the Director of the School. All inquiries
are welcome and will be held in confidentiality.
Diversity In Faculty Appointments and Promottons
During spring semester of 2007, the full-time faculty in the School of Architecture and
Construction Management numbered 24. Visiting and adjunct faculty numbered 6. Of the fulltime faculty, four members are assigned to the Spokane campus. The composition of the fulltime faculty, including tenured and tenure-track is as follows: males compose 87.53, females
compose 12.53. The composition of the visiting faculty during the spring semester of 2007 is 333
females. The diversity of faculty is reflected in their ethnic background. We currently have two
faculty from Afghanistan, one each from Ireland, Poland, Japan, Albania and Iraq.
Diversity In Student Admissions and Retentton
Student Enrollment:
During the spring semester of 2007 the following represents our student profile for architecture. In
the fall semester, the enrollment records of the University provide the following statistics for the
School of Architecture and Construction Management.
The enrollment in architecture is
typically: first-year, first semester, 200 students; first-year second semester, 120 students; secondyear 60-64 students; and third, fourth and fifth year 60 students each. Male students compose
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compose 143. For those students expressing an interest in architecture, male students
compose 733, female students compose 273 and minorities compose 153.
Student Access to Policies and Participation in Curriculum Review:
723
of
the
stud
ent
bod
y,
fem
ale
stud
ents
com
pos
e
283,
whil
e
min
oriti
es
com
pos
e
123.
For
thos
e
stud
ents
regi
ster
ed
in
prearch
itect
ure,
mal
e
stud
ents
com
pos
e
763,
fem
ale
stud
ents
com
pos
e
243
and
min
oriti
es
As stated earlier students actively participate in our School Advisory Committee which is the
primary source for the initial development of policies and procedures for the school. The
Director's monthly meetings with student leadership from AIAS and ASCM also provide a forum
for input into decision making. Recent decisions where students had a critical input include the
policy for the purchase of computers at the second year, the purchase of laser cutter and CNC
machine and input into the discussion regarding grading procedures .
Students also play an active role in faculty searches as typically there is a student representative
on the committee. Also during the interview process students are invited to attend and fill out an
evaluation form that serves to inform the faculty and Director on students responses. We also
solicit student input on the integrated Education Series in terms of providing feedback through a
formal assessment survey and through the student representatives on the School Advisory
Committee .
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3.5 Studio Culture
The school has had a studio culture policy that was adopted in 2001 . (See section 4.2). Each
year this policy is reviewed with all students and all of our policies are distributed in paper form to
incoming freshman students. The studio culture policy is one of a series of policies that the school
has adopted that make up the student policy handbook. Additional policies cover collegiality,
indoor air quality, study tours, shop and writing. All policies are published on the school website.
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3.6 Human Resources:
Students Educational Background:
The majority of the student body for the school comes from the West Coast of the United
States. Most are from Washington State, but California, Oregon, Hawaii and Alaska are also
represented. For the year 2006 - 2007 approximately 12% of the architecture students were
Asian American/ Pacific Islanders. 2% were African American, while approximately 5% were
Hispanic .
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Students expressing an interest in architecture register in the first-year studio. This studio,
ARCH 101, normally contains about 250 students. Included in this are interior design students
which comprise about 50 students. In the spring semester of the first year, the design studio
ARCH 103 will typically contain 150 students of which 30 - 40 will be interior design students.
Our certified program begins at the second year. All students must apply for second year .
Acceptance into the certified program is based upon grade point averages in all
architecture and specific university GER courses. Students must have a minimum of 26 credit
hours to be considered for admission into second year. Typically the cutoff for admission into
second year is 3.0 with the average being 3.3. We typically accept 60 - 65 into second year
of which a small number will be transfer students. Once students are accepted into the
second year they will matriculate through the four year program as long as they remain in
good standing academically. We typically experience about a 10% attrition rate from
second through fourth year.
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All students must apply for admission into the graduate program. Applications must contain
an essay, portfolio and letters of reference for non WSU students. All applications are
reviewed by the Graduate Review Committee which is comprised of the Director, Assistant
Director for Architecture and the Graduate Program Coordinator. All faculty have the
opportunity to review applications and make recommendations to the committee. Students
entering the graduate program must have a minimum 3.0 GPA. Further, all students must
adhere to a specific set of standards and expectations developed by the school for
graduation (See Appendix). As the program is now in the fifth year we are receiving
applications and accepting students from outside of WSU. This is helping to create a more
diverse students population in the program. We have also expanded the standard 1.5 year
program to include a 2.5 year option with plans to expand to a 3.5 year option within the
next several years. Time to graduation for the four year program is between 4.5 and 5 years
and for the graduate program is slightly over 1 .5 years.
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Faculty:
I
For the academic year 2006 - 2007 the school has 24 full time architecture and construction
management faculty. In addition there were six adjunct faculty for the year. These numbers
include three architecture faculty in Spokane with an additional one position currently in
search status. The faculty dedicated to Construction Management teaching is six however
there is significant crossover between Architecture and CM faculty in teaching courses. We
currently have six of our permanent faculty on tenure track. Of the remaining tenured faculty
7 are full professors with the remaining being Associate Professors. When hiring persons for
permanent tenure-track positions, the School must conduct a national search, while
temporary positions require only a regional search and can be appointed by the Director.
All search procedures for permanent positions, including position description, type and
extent of advertising, methods of screening, etc. must follow WSU Affirmative Action
procedures. For the hiring of minorities or other protected groups, the University aims at
increasing faculty representation in these categories through the extra care it takes to
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encourage people to apply and subsequently make sure to screen them fairly and
consistently with the University's positive action plan to increase diversity on the campus.
Teaching and other Responsibilities
The first duties for full-time faculty begin with their responsibility to teaching. Typically, each
faculty is responsible for two courses each semester. This load may vary to accommodate
faculty leave and tenure track faculty may receive a lighter load in one semester to help
with their research work. Typical design studios average a student teacher ratio of 1:15. This
may vary slightly depending upon specific enrollment. At the graduate level ratios range
from 1 :7 - 1:14. The exception to the above is at the first year where ratios are approximately
1: 28. All courses are evaluated each semester by students with the results being reviewed by
the Director. The student reviews account for one component of the annual review process.
track faculty is hired they are assigned two faculty mentors who work with them to
All tenure and tenure track faculty are required to participate in research activity. When
tenure
help clarify and define a research agenda. There is flexibility in the subject matter but faculty
is required to show evidence of how their research informs and enhances their teaching.
Faculty is allotted $1,000 I yr for development activities for travel and conference
presentations. It has been the policy of the school to provide additional funding for tenure
track faculty to facilitate their research and presentations. Each year tenure track faculty are
to present their work to the faculty through an oral and graphic presentation.
for the tenure track faculty. All of these .activities are part of the school tenure
required
Tenured faculty then provides written feedback to the Director who summarizes the
comments
and promotion process.
to the School is provided by the faculty in their willingness to participate on various
Servic
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School committees: Admission and Academic Affairs Committee, Construction
Management Curriculum Committee, Facilities, Equipment and Safety
Committee,
Graduate Program Committee, Honors, Awards and Scholarship Committee, School
Advisory Committee as well as others. Faculty is also committed to advising with each
faculty member advising an average of 15 - 20 students. Other positions that members of
the faculty fulfill are Assistant Director for Architecture, Assistant Director for Construction
Management, Graduate Program Coordinator AIAS Advisor, ACSA Councilor, ACCE, ASC
and ASCM Councilor, AIA Education Liaison, DIS Coordinator, Exhibitions/Lectures
Coordinator, Internship Program Coordinator, Foreign Studies Coordinator, Sigma Lambi Chi
Advisor, Coordinator for the Slide Library.
Administration
The administration of the School consists of the following individuals.
• Director
• Assistant Director for Architecture.
• Assistant Director for Construction Management.
• Graduate Program Coordinator.
• First year coordinator and 2nd, 3rd, and 4th year studio coordinators.
In addition, the school has six staff including an Office Manager, Two Academic
Coordinators, Information Systems Manager, Information Systems Coordinator and a clerical
person.
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The director's role and responsibilities are defined in the Faculty Manual. Accordingly, the
director provides leadership and management in logistical support, curriculum development,
instructional assignment, monitoring of facilities and equipment, budgeting, external
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development support, alumni relations and representing the School to the College, University,
community and profession. The director seeks advice and input from the faculty in various
situations through individual contributions, the School's committee system, and the faculty
meetings.
The director will articulate to the faculty, College, University, profession,
community and students' missions and goals of the School of Architecture and Construction
Management and strive for their fulfillment through an efficient, pragmatic and yet
comprehensive and democratic decision-making process.
The Assistant Director for Architecture responsibilities are defined as follows:
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Serves as assistant to the director of the School.
In the absence of the director, the assistant director represents the School to the
University, students and profession in attending meetings, signing papers and other
responsibilities as deemed necessary by the director.
Coordinators undergraduate architecture program; chairs meetings of the design
level coordinators. Chairs Academic Affairs Committee .
Coordinates student advising.
Helps in preparation of accreditation documents.
Coordinates in recruitment of undergraduate architecture students.
Overall implementation of all aspects of the undergraduate program.
Graduate Program Coordinator
• Advises the director on matters related to the Graduate Program.
• Works with the director in long term planning.
• Heads the School's Graduate Committee.
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Functions as a liaison between the director and Graduate School.
Coordinates student admission process, thesis reviews.
Helps on scheduling of graduate courses .
Helps on publicity material for the Graduate Program.
Coordinate graduate internship program.
Coordinates graduate study tour.
Other responsibilities as established by the director.
Staff:
Since the last
the schoolthe
staff
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The office
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responsible
forvisit
overseeing
overall
management
of reorganized.
the office including
budget.
staff
assignments, director's correspondence and coordinating all of the daily activities. The office
manager is responsible for maintaining strict confidentiality of school personnel issues.
The two Academic Coordinators are responsible for coordinating all of the advising issues for
each discipline. They work on a daily basis with students regarding admission to the program.
resolving scheduling conflicts and ensuring that our policies are aligned with changes in
university policy. They are also responsible for helping with all of our recruiting in the school
meeting with potential students and their families.
Our two information support staff are responsible for maintaining and implementing all of our
technology within the school. In addition the information systems manager works closely with
the director to develop long range planning and strategies for new technologies that need
to be implemented in the school. They also support faculty in the teaching of computer
courses, coordinate computer activities and maintenance, coordinate intercampus
networking and also telecommunications and networking systems.
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Shops:
The School maintains two shops. The first is in Carpenter Hall. This shop has small power and
hand tools and will have a CNC machine and laser cutter by the fall of 2007. The larger shop
in the engineering complex has larger power tools and space to construct large projects (i.e.
solar decathlon project). For the fall we will have time shop person for the Carpenter Hall
shop to help with the new digital equipment. The engineering shop is supervised by college
staff. Both shops are also supported with trained TA's.
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3.7 Human Resource Development
Policy Regarding Human Resource Development Opportunities
Faculty and staff development opportunities are important to the School. Beyond the normal
support for tenure and promotion, the School encourages each and every faculty member to
define areas of scholarly and professional interests and provides appropriate leave time and/or
financial support for growth. Travel monies are made available for nearly every request from
faculty for peer-reviewed papers and presentations both in the US and abroad. Also, the school
has a policy of linking faculty with graduate students to assist in specific research areas. The
School supports a formal mentoring program for tenure track faculty and has developed a
tenure and promotion policy that integrates with the college and university requirements (See
Appendix). In addition, staff are encouraged and supported in development opportunities both
on campus and at other locations.
Guest Lecturers and Crttlcs Brought to the Program since Previous Site Visit
Lectures on the Pullman Campus
The School of Architecture and Construction Management's lecture series brings to the Pullman
campus a wide range of views concerning architecture and building. Currently, the series is
supported by the Callison Partnership of Seattle and the Eastern Washington Masonry
Contractors Association. The series for the past five years included:
List of Public Lectures and Exhibitions Brought to the Program since the Previous Site Visit
Pullman Campus Lectures
2004 Spring
Adam Yarinsky, Architect New York City: Recent Work
Mark Reddington, Architect: Partner LMN Architects Seattle WA: Civic Architecture
Chris Patano, Architect, Seattle WA: Recent Work
2004 Fall
Thomas Strevey, Architect: Recent Work
Tom Kundig FAIA: Partner OSKA Architects Seattle: Recent Wok: One Perspective
Junji Kuwabara: Junji Kuwabara Design Works
Roger Williams, FAIA: Roger Williams Design, Seattle WA: Color: Chromatic Physiognomy of Place
2005 Spring
Michael Owen: Associate Professor of Architecture: Teaching Architecture in Honduras
Carlos Jimenez, Architect: Works and Reflections
Mario Como, Civil Engineer Rome, Italy: Statistics of the Coliseum and Reasons for its Structural
Damage
David Goldberg, Architect Mithun Architects Seattle WA: Integrated Design towards a Sustainable
Future
Mitchell Schwarzer: Zoomscape: Architecture in Motion and Media
Jesse Reiser, Architect New York City: 3 Consequences and their Projects
2005 Fall
Ross Levy, Architect: Situations
Grace Kim & Michael Mariano, Architects Skemata Architects Seattle WA: Danish (co)housing:
Traditional and Contemporary Ideas in Housing
Vibeke Grupe Larsen: Sustainability by Design: The Practice of Sustainability in Denmark and
Scandinavia
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Branko Kolarevic: Digital Praxis: From Digital to Material
Max Kirk, Associate Professor of Construction Management: Why We Need to Know (Fish Hook)
2006 Spring
Sherry Ahrentzen, Architect: Crafting a Design/Research/Advocacy Center for Affordable Homes
Johnpaul Jones FAIA, Jones and Jones Architects and Landscape Architects, Seattle WA: Stand
with us in our Ways and Beliefs
Christopher Livingston: 1: 1 x2
Karsten Harries, Professor of Architecture University of Pennsylvania: The Question of Theory
Leslie Van Duzer: On Magic and Architecture
Mark & Peter Anderson, Architects, Seattle WA and Berkeley CA: Site-Specific Design for Offsite
Construction
David Miller, FAIA & Robert Hull, FAIA: Miller I Hull Partnership Seattle WA: Recent Works
Integrated Education Symposium:
January 20, 2006 Symposium
Richard Hobbs FAIA: Strategy Design, Inc
Bruce Holms Vice President: Skanska USA Building, Inc.
Alec Holser Partner: Opsis Architecture
Greg Knutson: Mortenson Construction
Roger Williams FAIA JIA: Architecture, Design, Photography
Norm Strong FAIA, Partner: The Miller/Hull Partnership
Marc Everson Senior Project Manager: GLY Construction
Eric Brown, President: Brown Contracting
Mike Nichols Senior Project Manager: Opus Northwest L.L.C.
February 17, 2006 Symposium
Craig Curtis AIA, Partner: The Miller/Hull Partnership
Wolf Saar AIA, Partner: Weber+ Thompson, PLLC
Randy Cook AIA, Partner: Thomas Cook Fitzgerald Architecture PLLC
Lee Kilcup, President: Gall Landau Young Construction Co.
Marjorie Chang Fuller: Hoffman Construction Company
Lyle Martin: Hoffman Construction Company
Dave Barber Vice President: Dupree Building Specialties, Inc.
Yancy W. Wright, Project Engineer- LEED AP: Sellen Construction
Curt Burks: Vice President - Preconstruction: Skanska USA
March 24, 2006 Symposium
Dale Stenning: Hoffman Construction Company
Michael Harder Director of Operations: Mortenson Construction
Darren Seaman, District Engineer: Kiewit Pacific Company
Bruce Blackmer, FAIA: NW Architectural Company
Jeff Fisher: Skanska USA Building, Inc.
Dave Scalzo Senior Vice President: Sellen Construction
2006 Fall
Alex Anderson, Associate Professor of Architecture University of Washington: Cubist
Collage/Modernist House
Don Heil, Professor of Architecture Emeritus: Is the Historic Preservation Movement Relevant to
Contemporary Architecture?
Lawrence Scarpa, Architect Los Angeles CA: Ordinary and Extraordinary
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Alberto Perez-Gomez, Professor, University of Toronto: Built upon Love
Work
Wang Hui: Urbane Urbanism by Urbanus
RobertReynolds:
Hutchison,
Architect Seattle
WA:Army in Northern Italy
Steve
Architecture
of the US
David Hewitt, Architect Seattle WA: Architecture Reorgannized
Ed Weinstein, FAIA Weinstein Architects Seattle WA, Recent Work
Rena Klein, FAIA Seattle WA: Women in Architecture
Robert Kovalenko, Architect, Seattle WA: Historic Preservation, Restoration and Adaptive Reuse
Grace Kim: Schemata's Work
Richard Mitchell, Architect: Integrating Sustainability with the Commercial Building Market
Integrated Education Charette March 2, 2007:
Eric Brown, President: Brown Contracting & Development
Randy Cook, AIA, Partner: Thomas Cook Fitzgerald Architecture PLLC
Craig Curtis, AIA, Partner: The Miller/Hull Partnership
Marc Everson, Principal I Director of Estimating :Gall Landau Young Construction Co.
David M. Hirzel: Sasaki Associates
Richard W. Hobbs, FAtA: Strategy Design, Inc
Wolf Saar, AIA, Principal: Weber+ Thompson, PLLC
Roger B. Williams, FAIA, JIA: Architecture, Design, Photography
Spring 2007
Dave Hewitt Architects
Weinstein A/U / April 15 - 25
Environmental I Sustainable Exhibit I west part of gallery
Cardboard Furniture
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Integrated Studio Projects
Showcase Posters Architecture and CM faculty
Sustainable Symposium (presented by your graduate class) posters in gallery
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Exhibitions Pullman
Since 2002
Masonry Competition Third Year Studio (Each year)
Architectural Ideas in Practice: 62 Western Washington practitioners
Third Year Seattle Studio I Seattle Waterfront Study
Graduate Thesis Show
Olsen Sundberg, Architects
Young Austrian Architects
Work by K. Schwarzer,
Buildings of Washington State,
Miller Hull, Architects
NBBJ Architects
Afghanistan Land of Shadow and Light (hung at the WSU Museum of Art),
The Art of Detail.
Eric Cobb, Architect
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Spokane Campus
2003
Gerald Weisman,"Unfreezing the Situation: The Role of Research in Design for Dementia",
Joel Loveland, Day Lighting and Electric Lighting in Museums
Grant Jones, ASLA, "Regenerative Landscapes With Buildings ThatTeach:
David Eisenberg, "Greening the Building Codes"
Bill Davenhall, GIS and Health Care, May 30
Joel Loveland, Director BetterBricks Daylighting Lab, Seattle
Mark Lakeman, City Repair Project, Portland, OR.
Michael Shuman, New Town Builders Collaborative
Laurie Virr, Architect, Canberra, Australia
Exhibitions
Eric Cobb Architecture Exhibition, February
AIA sponsored competition for high school architectural designs
2004
Bill Grubich, KJM, Research Needs and Applications within the Industry
Eileen Jones, Perkins and Will, Chicago, Cultural Implications in Healthcare Design, University of
New Mexico Hospitals
Benaymin Schwarz, University of Missouri Co/or and in Healthcare Environments: What Does the
Research Tell Us?
Steve Walther, Ken Murphy, ALSC Architects, Spokane, Spokane Schools Green Initiative
Karl Sonnenberg, Zimmer Gunsul Frasca Partnership, Portland, Transforming Health Care Design
Dr. Joanne M. Westphal, MD and Landscape Architect Michigan State University, E. Lansing,
Michigan, Putting 'Therapy' in Therapeutic Site Design: A Historic and Contemporary View of
Health in the Built Environment
Kelly Lerner, One World Design, Spokane, "Designing with Natural Materials,"
Michael Shuman, Training Development Corporation, "Indicators of Sustainable Community,"
Exhibitions
David Arkin and Ann Tiit, Arkin Tilt Design, "Ecological Home Design,"
AIA Spokane Chapter "Sunset Magazine/A/A Residential Design Awards Program"
2005
Second Annual Design Research focus Week October 17-21.
Dr. Richard Jackson, Creating a Healthy Environment: The Impact of the Built Environment
on Public Health
Susan Szenasy, editor in chief Metropolis Magazine,
Cynthia Leibrock, Aging Beautifully: Universal Design Research on Aging
Dina Battisto, Clemson University, An Integrated Design and Research Framework for a Green
Community Health Clinic
2006
Berger Partnership Lecture, The Seven Fallacies of Design Culture, Dr. Douglas Kelbaugh, FAIA,
Dean & Professor, Taubman College of Architecture and Urban Planning, University of Michigan,
"Peeling Back the Eco Label", sponsored by the Interdisciplinary Design Institute and the
Northern Pacific Chapter of llDA, May I0, 2006
Third
Annual
Design
Research
Joanne
Savage,
Human
NatureConference:
and the Built Environment
Carol Allen, Health and the Homeless
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Dr. Liu Jiaping, Sustainable Cave Dwellings in China
Jerry Finrow, Scandinavian Livable Communities
Nancy Rottle, Process and outcomes of Open Space Seattle 2100
Kelly Lerner, Straw Bale Housing in China
Exhibitions
2007
The Rural Studio, sponsored by the American Institute of Architects, March
Student Support Services:
Academic Advising:
In the School 90 - 95 3 of our freshman students are advised through the Summer Alive! program
prior to the start of the fall term. We have the Assistant Director for Architecture, three faculty
and the Academic Coordinator for architecture assigned to advise freshman students. Once
students are admitted into the certified program at the second year each student is assigned a
faculty member as an advisor. Each faculty will advise between 20 and 25 students. Students
maintain the same advisor through the remainder of the program. The only exception to this is
when faculty is on sabbatical. Students are then assigned a new faculty advisor. All students
must meet with their respective advisor each semester prior to registration and may only register
for courses once the advisor releases their advising hold. Students may be advised at anytime
through the semester or may meet with the architecture academic coordinator for advising. In
Spokane there is an Academic Coordinator and Professor Matt Cohen advise fourth year
students. Graduate students are advised through the Spokane Academic Coordinator in
conjunction with the Pullman Academic Coordinator and the Graduate Coordinator. In addition,
in order to maintain overall standards, but respond fairly and consistently to special problems of
students, the Admissions and Academic Affairs Committee of the School reviews all requests for
course waivers, substitutions or other program variations.
A significant component of our advising is to impress upon the students that in spite of the large
amount of contact they have with advisors, the student is personally responsible for being aware
of the requirements of the program and the university and in meeting those requirements.
Students are required to maintain their own records and have direct access to their records
through the university RONet system.
Personal Advising:
Due to the large amount of contact our academic advisors and staff have with the students, the
faculty frequently find themselves being asked for personal advice by students. Although not
professionally trained to provide this type of advice, the faculty can advise the student
regarding help that is available elsewhere on campus, such as the university counseling service,
which is staffed with professionally trained personnel for this purpose.
Career Guidance and Internships:
Since the last visit the school now certifies students in the program at the start of the second year
and then all students must apply for graduate admission. Students that are not admitted into the
second year are encouraged to meet with the Assistant Director of Architecture or the
Academic Coordinator to discuss their options. In some cases students will work to improve their
academic record and reapply the following year. For others they will be encouraged to
investigate other majors and are assisted in identifying those options. For students that are not
admitted they typically they can apply their GER credits towards other majors.
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Internship Placement:
As part of the graduate program students are required to participate in a summer course.
Students have three options for the summer. The first is an internship with an architectural firm.
The second is a foreign studies option (see below), and the third is approved specialized
coursework. The vast majority of the students participate in option one. To facilitate this the
school provides to the students a list of firms who have agreed to partner with the school on the
internship. Students are then required to make contact with the firms of their choice and
arrange the internship. Students must document where they will be serving their internship to the
graduate coordinator before leaving campus in the spring. Students are assigned a mentor in
the firm and are required to follow IDP format. Students are also required to keep a log of their
activities. At the end of the summer the mentor and graduate coordinator assign a grade for
each student.
In terms of job placement the school facilitates firm visits to campus to interview students. This
generally occurs in the fall prior to December graduation for graduate students. The school
arranges all of the logistics for the firm and provides space for interviews. Also firms are allowed
to post job opportunities on our website. While the school does not have a formal internship
process for undergraduates, firms that come to campus often interview these students for
summer employment. Students are encouraged from early on that internship is an important
part of their education. Undergraduate students can receive a maximum of 4 credits for
internship (Arch 480). This work experience is monitored by a school faculty member. This
provides additional contact between the employers and the faculty, which gives the School
another method of getting feedback from the professions regarding the academic preparation
of our students. Also, faculty will often take their studios to Portland and Seattle to have design
reviews in the offices. This has often resulted in students receiving internships based upon the
work presented in the review.
Study Tours:
The school has formalized required study tours at the third, fourth and graduate level. Each fall
semester third and fourth year students go on a five day domestic study tour led by design
studio faculty. In addition, we often bring faculty teaching in the technical courses on the tours ..
Recent visits have included, Boston, New York, Chicago, Los Angeles, Phoenix and Dallas.
Students pay a $600.00 course fee which covers the costs of transportation, lodging and
sometimes ground transportation. At the graduate level all of our students participate in an
international study tour each spring semester. Recent sites include Amsterdam and Barcelona.
Plans for 2008 include Berlin and Prague. We also offer summer study programs. Most recently
the school offered a six week program in England and France in 2004 and Italy in the summer of
2006. In 2002 we conducted a full semester led by one of our faculty to England which was
based in London. We have also had two study tours to China led by Professor Wang. Students
can also participate in foreign studies during the spring semester of the fourth year. The school
sends students to the DIS Program in Copenhagen each spring as well as other programs in Italy
and Australia. The school is cited within the university as a model for other departments for
developing off campus programs.
Student Opportunities to Participate In Student Professional Societies, Honors Societies, Etc.
AIAS CHAPTER:
The students have an active AIAS Chapter.
During the past year, the chapter had
approximately 100 members representing first year through graduate students. In the past, their
activities, in addition to regular business meetings, have included sponsoring a construction
event using recycled materials, organizing receptions following a guest lecture, organizing field
trips to visit firms, organizing a career fair, film series and social events during university events
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such as Moms and Dads Weekend. Also student representatives will help during recruitment
activities and meet with potential students. The chapter sends student representatives to
Grassroots and AIA Forum for which the school provides funding.
The school also has a Builders without Borders chapter and in Spokane students are active in
Habitat for Humanity.
The University's Honors Program:
Approximately 5 3 of the University first-year students are invited to join the University Honors
Program (UHP). Students who accept then complete a different set of General Education
Requirements. The UHP at Washington State University is one of the oldest and well-known
programs in the nation, which offers highly motivated students an alternative curriculum for
general education requirements. Students pursue a broad and comprehensive general
program as they specialize in their chosen major. The curriculum is composed of an enriched
series of small classes, seminars and independent study options fostering a greater
understanding of the natural and social sciences, the arts, language and literature and the
historical and philosophical development of the world's cultures. Students in UHP are given the
opportunity to pursue an enriched, often interdisciplinary, course of study designed for selfmotivated, active learners. Students must maintain a 3.5 GPA to stay in the program.
Honor Societies:
Qualified students also have access to College and University honor societies including Tao Beta
Pi and Mortar Board.
Faculty Development Opportunities
From the time of initial appointment as permanent, tenure-track faculty at the assistant professor
level, faculty will normally be considered for tenure and promotion at the end of six years. While
all faculties are reviewed each year, particular attention is given to that faculty on tenure track.
All tenure track faculty are assigned two faculty mentors. The mentors are required to meet with
the faculty a minimum of once each semester to review progress and offer advice and
encouragement. All tenure track faculty are reviewed each year through a formal presentation
followed by tenured faculty providing written evaluation. The Director then summarized the
comments and provides a copy to the faculty member. All tenure-track faculties are subject to
an additional formal review, including written evaluation from fellow faculty and Provost at the
end of their third year. The Board of Regents grants tenure upon recommendation by the
President with input and recommendations from the faculty and the Director of the School,
Dean of the College and Provost of the University. Normally, a person will not be granted tenure
if their achievements during the same period of time do not warrant promotion. The six-year
time period for promotion and tenure may be reduced by mutual agreement if the person's
previous record warrants it. Consideration for tenure and promotion in special cases may occur
at different time periods.
With proper qualifications, appointments can be made at the associate professor and the
professor rank. Immediate tenure may be granted at the professor rank, but rarely at lower
ranks. Criteria for tenure and for promotion to associate professor include: ( 1) classroom
teaching, (2) scholarship creative/professional activity or research, and (3) service to institution,
public and profession.
These requirements are described in detail in the School's Tenure and Promotion Policy. There is
no specified period of time between promotion to associate professor and promotion to
professor, except it is normally not less than six years. Promotion to professor is based on the
same general criteria as for promotion to the associate professor rank, except a much higher
level of performance and productivity is expected.
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Facilitation of Faculty Research, Scholarship and Creative Activities
See section 3.6 for faculty research support.
The University policy allows faculty to take a professional leave every six years upon approval of
the School, College and University. When a faculty member is on professional leave, the School
receives no additional positions or funds to cover his/her courses, so this must be accomplished
by redistributing the load among existing faculty. A person may request leave for one semester
in which case he/she receives full salary during that time, or he/she may request leave for an
academic year and receive three-quarter salary for that period.
Faculty Opportunities for Sabbatical and Unpaid Leaves 2002 - 2007
One semester Sabbatical
Paul F. Hazel
Katherine Keane
Anna Muting
Ayah Armani
Raffia Samizdat
Ken Carper
David Wang
Deborah Ascher Barnstone
Bashir Kazimee
One Year Sabbatical
Robert Barn stone
Rafi Samizay
One year leave without pay:
Deborah Ascher Barnstone
Faculty Participation in Professional Meetings and Continuing Education:
The faculty remains current in the profession through diversified activities. Several of the faculty
are active as architects working with clients and receiving design commissions. Projects range
from single family residences to sororities. Faculty will also work on design competitions as a
means of research and developing their own design skills and abilities.
Many of the faculty are very active in ACSA activities, presenting papers both nationally and
internationally. One faculty member is currently on the editorial board of the JAE. Over the past
faculty has been actively engaged in the rebuilding effort in Afghanistan while another
six years there have been 5 books published by faculty with another four under review. One of
our
faculty is internationally known for his work in forensic structures. We have also had a faculty
member win a Seattle AIA honor award and a national AIA housing award. In addition we have
faculty attending conferences, symposiums and presenting their work at national and
international venues.
Over the past several years the school has also sponsored workshops for faculty on software
programs such as sketch -up and BIM.
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3.8 Physical
Resources
Pullman Campus - Carpenter Hall
The School of Architecture and Construction Management occupies facilities on the main
campus in Pullman and at the branch campus in Spokane. Washington. In Pullman, the School
occupied the renovated Carpenter Hall in January of 1992.
With the exception of two university classrooms,· one lecture hall* and the branch library
(Architecture), the space in Carpenter Hall is assigned to the School of Architecture and
Construction Management for its programs.
Studio Space:
The first-year studio. second floor north. generally runs four sections during the fall semester and
three during the spring semester, so the workstations are shared. For the second through
graduate years, the students are provided individual workstations. The fourth year and graduate
students have a drawing table and a reference table. All others share a reference table. All
studios are approximately 3,000 square feet and each studio has an adjacent seminar space.
Support Space:
The Architecture branch library is located on the ground floor of Carpenter Hall. Non-studio
courses are generally held in the university classrooms, lecture hall or studio seminar spaces in
Carpenter Hall. Design critiques take place in the studio seminar spaces, the second, third and
fourth floor corridors/critique spaces, the ground floor gallery, the first-year studio lecture space
and in the studios. The School has a photo studio space for students to photograph their work.
There is a shop in Carpenter Hall for exclusive use by architecture students that has four
workstations and is equipped with model building tools. In addition this shop houses a laser
cutter and a three axis CNC machine. For larger constructions our students also have access to
the College of Engineering and Architecture Shop in the Thermal Fluids Lab across the street
from Carpenter Hall. This shop has large wood and metal fabrication equipment. All shops are
supervised by university employees and trained TA's.
Carpenter Hall has a "Coffee Cart" on the ground floor that serves soup, sandwiches, pastries
and drinks. It acts as a social center for the School's students and brings students, faculty and
staff from adjacent buildings into Carpenter Hall. This has increased exposure to the student
work exhibited in the ground floor gallery and in the upper floor corridors. The school is in the
process of investing funds to establish this space as a college gathering place with new lounge
furniture, lighting and other amenities.
There is a slide library on the fifth floor. which is utilized by School faculty and students and
faculty and students from other disciplines. We are in the process of digitizing all of our slides and
having them available for students to use through our website.
Computing Space:
Two years ago the school established the policy of requiring all students admitted into the
second year to purchase laptop computers. We have also received large educational discounts
for the Autodesk suite of software as well as Sketchup and CS2. At the beginning of each year
students purchase this software through the school. The school provides access to all printers
and plotters through web based printing. Each year the students are assessed course fees that
range from $15.00 - $25.00 per course. These funds are used for upgrades to software, printers,
• Used primarily but not exclusively for School courses.
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plotters, the wood shop and general improvements for the IT infrastructure. With the requirement
to purchase computers the school is removing the traditional open computer lab format.
Although we maintain some computers in the studio space for third, fourth and graduate
students. Currently the school is seeking support to strengthen the signal for the wireless within
the building as well as upgrading to CAT 6 cabling.
In terms of equipment and software the students have access to the following in Carpenter Hall:
Resources available to students:
Printing
Large format printers
2 HP Designjet 5500 UV with photo paper installed
4 HP Designjet 500 with bond paper loaded
1 HP Deskjet 9800
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Color Laser jet
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Super Coolscan 5000 ED slide scanner
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Nikon
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1 Microtek Scanmaker 9800XL tabloid flatbed scanner
1 Centex Chameleon SX25 Plus 25" sheet feed scanner
1 HP Scanjet 3570C
Displays
1 42" LCD monitor
3 mounted LCD projectors
3 LCD projectors for checkout
2 include document cameras
Other
Pinnacle video capture system
Gretagmacbeth color calibration system
1 mini DY camcorder
1 Canon Powershot 110 digital camera
1 set of studio lights
Administrative Space:
The administrative spaces are located on the fifth floor of Carpenter Hall. The reception and
administrative offices accommodate three staff; the School's Director and the Assistant
Director's offices are adjacent to these spaces. There is one large and one small conference
room in this area. The large conference room is used for faculty meetings and receptions. The
College of Engineering and Architecture, other academic units and the University often use this
room for administrative, academic and social functions, which has increased the expose of the
School.
The administrative spaces also include a mail/work/copy room, a digital publication room, an
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audio-visual storeroom and a flat file storage room. Additional storage is accommodated on
the ground floor in Daggy Hall adjacent to Carpenter Hall.
Offices:
There are twenty-one office spaces located on the fifth floor of Carpenter Hall
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Spokane Branch Campus - Academic Classroom Building No. 1
Academic Classroom Building No. 1 houses the Interdisciplinary Design Institute which provides
approximately 25,000 square feet of space with studio space for 135 students from Architecture,
Interior Design, and Landscape Architecture. The recently renovated FO Berg Building houses all
of the graduate programs and the Doctor of Design program.
In addition to the studio space, the Institute provides two classrooms, four conference rooms, a
design resource room, a product resource room, a slide library, a model woodworking shop, a
photo/video lab, a computer simulation room, a 30-station open/teaching computer lab, a GIS
computer lab, a gallery, an administrative suite with five staff stations, a director's office and
seventeen faculty offices.
Building Plans
Plans for Carpenter Hall on the Pullman Campus and Academic Classroom
Building No. 1 and the FO Berg Building on the Spokane Campus follow . Spaces
are summarized below.
Carpenter Hall-Pullman Campus
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Graduate
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Academic Classroom Building No. 1-Spokane Branch Campus:
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AC A DEMIC C LASSROOM BUILDING NO. 1
FO Berg Graduate Building
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3.9 Information Resources
The Architecture Library is a Branch Library of the Central Library System of Washington State
University and is located on the first floor of Carpenter Hall, home of the School of
Architecture and Construction Management.
Note: The following section was prepared by Lipi Turner-Rahman, the School's Architecture
Library Specialist, in strict accordance with the Appendix B Guidelines for Writing a Library
Self-Assessment and C Statistics Report for the NAAB 2004 Conditions for Accreditation.
Context and lnsfftutlonal Relationship:
The architecture and construction management library is housed within Carpenter Hall on
the ground floor. The library is one of eight branch libraries which comprise the university
library system. The architecture and construction management library is staffed by university
library staff who are assigned permanently to the library. Funding for the library comes out of
the central library budget, however the school has funding that comes from alumni
donations from which we make special acquisitions. The university Director of libraries, and
staff has been very supportive of the school library and the school is included in long range
planning discussions and future directions for the library. In addition to all of the printed
material the library houses our video collection, copy machine and all reference material.
The architecture slide library is housed on the fifth floor of Carpenter Hall. While we move to
+ CM library is not
needed. This section contains the following information
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digital images for our library the need to move this resource to the A
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Library Collections
Services
Staff
Facilities
BudgeI Administration/ Operations
A-4 Statistics Report on Library Collection Expenditures and Library Staff
Expenditures
Collections:
Librar
y
The Architecture Library collection adequately serves the needs of the school. It's location
and collection provides ease of access for our students and the library staff are enthusiastic
and energetic regarding support for patrons and maintaining a current and broad range of
resource materials.
The Librarian and the Architecture Library Specialist I Paraprofessional have input and
control over purchasing of resources. Compared to similar peer libraries, we buy relatively
few monographs per year. WSU Libraries are striving to increase the purchasing power of our
monograph budget as well as our periodical budget. The library supports al requests from
faculty for purchases of books and resources. Specific areas of faculty interest are updated
regularly as needed.
collection adequately supports the curriculum.
We offer a Bachelor of Science and
The
Master of Architecture Degree and collect library material to support both undergraduate
and graduate programs.
The School library is in compliance and exceeds the standard of 5000 volumes required by
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Librarians.
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Our serials collection is searchable through the Art Index, the Architectural Periodicals Index,
the Avery Index and various on-line databases. These include Wilson's Art Abstracts, Article
First, Proquest Direct and others.
We are trying to improve our serials collection both with current and retrospective issues. We
are measuring ourselves against the AASL Core list of Periodicals for a First Degree Program in
Architecture. Currently we have 963 of the US journals on this Core List and 813 of the
foreign journals on the list.
We have 963 of the titles indexed in the Architectural Index.
Visual Resources and Non-Book Resources:
Slides, models and material samples are a separately administered collection which is used
by teaching faculty and students. There are not housed in the Architecture Library.
The majority of video's and DVD's are housed in the Media Materials and Reserve collection.
The Architecture library has a growing special collection of designs DVD's.
Architectural Drawings are housed in Manuscripts, Archives and Special Collections. The
emphasis of this collection is architecture of the Pacific Northwest. Electronic databases are
available at l0 computer workstations. Regular additions are added to the every growing
array of available options.
All of the visual resources and non- book resources are purchased and produced in a timely
manner. They are sufficient and readily available to all library patrons.
Access:
Standard library practices are followed by the Washington State University Libraries Technical
Services faculty and staff.
Conservation and Preservation:
The library supports a Preservation Working Group which oversees physical care issues. We
also have a professional preservationist/bookbinder on the staff of the main library. Courses
in book repair are offered periodically and are available to our staff. The Architecture Library
has an annual budget of $15 l0 for binding and repair.
Polley Statements: Does a written collection development policy exist that is regularly used
and reviewed? Is the policy appropriate to the program's mission, teaching goals, and
curriculum?
Yes, our Collection Development Profile is updated regularly and adjusted to accommodate
changes in the program's mission, teaching goals and curriculum. It was last updated in
2004, and will be updated every 3 years.
Services
Reference:
The staff provides very knowledgeable, personal and professional reference services.
Reference questions can be emailed to the Architecture Library at all hours. An adequate
reference collection is available for ready reference.
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Bibliographic Instruction:
Orientations are provided at the beginning of the semester and upon request by the faculty
and students. Instruction in library skills and research methods are offered at the start of every
semester in group / class formats and year round on individual basis. Reference guides and
leaflets are updated regularly.
Access to Collections:
The architecture library is barrier-free. All course reserve material and reference material is on
open shelves, and a large majority reserve materials are available on-line.
Circulation:
Appropriate loan policies are in place as required by the Washington Administrative Code.
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Convenience:
The library maintains adequate open hours to serve our patrons sufficiently. The library is
open from 8:00 a.m. - 10:00 p.m. Monday - Thursday and 8:00 - 5:00 p.m. on Friday. The
library is also open during weekends.
Current Awareness:
New book lists are emailed monthly to faculty, students and other library patrons. A bulletin
board displays covers of new books and media resources prominently at the library
entrance. Other bulletin boards display articles of interest from print and electronic media. A
"This Week in Architecture" board displays significant events in design and architecture for
the week. Other bulletin boards display the syllabi for all departmental classes and future
employment postings. In addition, books and articles pertinent to invited guest speakers are
displayed concurrent with their presentation.
Cooperative Agreements:
Washington State University is a member of the SUMMIT Alliance borrowing consortia. It is
comprised of 33
Community colleges, colleges, and universities across Oregon and
Washington. It provides access to over 28 million holdings. It is an unmediated service, which
is available from any computer. Standard inter-library loan continues to be available. On-site
and desk-top delivery makes these services work in an effective and timely manner.
Staff
Structure:
The Architecture Library Specialist I Paraprofessional reports to the Head of Access Services
at WSU Libraries. Outside the reporting structure, the Architecture Library Specialist interacts
collegially with the Manager of Reference Services and Microforms for Holland and Terrell
Libraries, who is also the Architecture, Interior Design and Film Studies Subject Specialist.
The Architecture Library Specialist / Paraprofessional maintains liaison and consults with the
Architecture Faculty on a daily basis. The Architecture Library Specialist/ Paraprofessional
and the Manager of Reference Services and Microforms for Holland and Terrell Libraries are
available to meet with an ad-hoc Architecture Library Committee in the School of
Architecture and Construction Management as needed.
Numbers:
The Architecture Library runs smoothly with the current level of staffing. In addition to the two
full time staff the library also supports students to work in the library during evening and
weekend hours.
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Professional Status:
The Architecture Library Specialist/ Paraprofessional have undergraduate degrees in
Microbiology and Anthropology and are currently working on a PhD in Anthropology. She is
currently ABD. The Architecture Library Specialist/ Paraprofessional has over 17 years
experience in the Libraries and has been managing the Architecture and Construction
Management Library for 4 years.
The Architecture Library Lead Paraprofessional has an undergraduate degree in Art and
over 24 years experience in Libraries. She has provided lead capabilities in the Architecture
and Construction Management Library forever 12 years.
The Manager of Reference Services and Microforms for Holland and Terrell Libraries, with
signatory authority over Architecture acquisitions, possesses an MLS, and over 20 years
experience in the profession. There are written job descriptions for all of these positions.
Support Staff:
We have sufficient staffing, including 10 -12 student workers, many of whom are architecture
and Construction Management students. Job descriptions are available for students.
One technical support staff member is in the Architecture Library. There is a written job
description for this position. The current staff member in this position has been at the
Architecture Library for 12 years and has worked in university libraries for over 24 years.
Professional Development:
Staff is encouraged to attend professional development opportunities both on campus and
at regional workshops.
Salaries
:
Salaries are in accordance with Washington State Employees Classification Criteria.
Facilities
Space:
Carpenter Hall's remodel in the 1990's allocated a generous space on the first floor for the
Architecture Library. It is generally spoken of as the nicest library on campus with its airy,
carpeted quiet study atmosphere.
Remote storage is provided in the main campus library about two blocks away, and requests
can be submitted electronically by the patron, with on-site delivery the following day.
Equipment:
Equipment includes one photocopier, a microfiche reader, and 3 slide viewer units, 7 public
computer workstations, a multimedia work station, a DVD / Video/TV combo and a video
player.
Furnishings:
Furnishings include study spaces and open soft seating.
Security
:
A safety and emergency orientation is required for each employee.
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Budget/Administration/Operations
Funds:
There is state funding, endowment funding, and gift funding from individuals. Private funds
can be used to augment the regular collection which is provided from the state funding. The
library endowment which is held in the school yields about $1 ,000 per year.
Evidence of Planning:
A collection development profile from Blackwell North American is used as a guideline for
purchasing books. The Core List of Periodicals from the Association of Architecture School
Librarians is used as a guideline for adding new serial titles.
Intra-Institutional Relationships:
Electronic enhancements enable good communications and easy requests for books both
on and off this campus. On-site delivery is effective and timely.
Efficiency of Operations and Services:
The library operates in a very smooth and efficient manner and is focused on patron service.
Participation of Faculty and Students:
The Library Committee meets as needed: to allocate gift funds; to review the Collection
Development Profile and, to discuss relevant matters as needed.
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3.10 Financial Resources
Program Budget
Funding for the school comes from several sources the first is through state supported funds.
These include salaries and operations (000 l) . Operations fund all support and infrastructure for
the school including copying, phone, faculty and
staff
computers
and
professional
development for faculty and staff. The third source of funding is through development funds
( l7A). Development funds come from donations and endowments. These funds are used for
specific purposes as directed by the donor. The school does have the Weller Excellence fund
which is discretionary to support special school activities. This account has grown from less than
$ l,000 in 200 l to over $60,000. Another source is our student course fees. These fees are used to
purchase software and replace equipment and pay for TA's. Student fees are used for
technology, shop and study tours.
The following is a summary of budget allocations since FY 03
FY 03
Salaries
FY05
FY06
FY07
FY 08
1,593,085
l,791769
4,536
147,074
1,811,812
1,382,731
1.410,861
1,476,224
71,994
62,186
(6,496)
1,454,725
1,473,047
1,469,728
1,470,588
l,597,621
210,796
206,667
215,013
226,826
Operations
Total PBL Allocation
FY 04
17A revenue
146,39
1,491,360
(20,772)
Endowments
The school (Arch +CM) has 21 endowments that cover scholarships, lecture series and library.
Over the past six years the architecture program has acquired four new endowments. (Minimum
amount to establish and endowment is $25,000). In addition the school in 2006 - 2007 received
an additional $25,000 for scholarships on an annual giving basis. Contributions in 2007 to the
Weller Architecture excellence fund exceeded $40,000.
Scholarships
The architecture program has eighteen scholarships including endowments and annual gifts for
architecture students. Scholarship funds are also taken from the Weller excellence fund to
support scholarships. In the spring of 2007 the school awarded approximately $40,000 in
undergraduate scholarships and $26,000 in graduate architecture scholarships. The scholarships
range in amounts from $500 to $3,000.00.
The following outlines total scholarship allocations for the school starting from fiscal year 2003.
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Arch
Total Exp Amt
$ 9,695.00
$ 12,200.00
$
31,028.00
FY04
$ 21,333.00
$ 22,150.00
$
34,350.00
FY05
$ 26,020.00
$ 23, 180.00
$
49,200.00
FY06
$ 25,450.00
$ 45,625.00
$ 9,700.00
$
35, 150.00
$ 19,335.00
$
64,960.00
FY03
FY07
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Development
The school has placed heavy emphasis on development activities over the last five years.
Priorities include scholarships funds for graduate students, support for students study tours and
undergraduate scholarships. The following is a summary of the development activities for the
school.
• Total funds generated over the last five years are approximately $1,200,000. This total is
over $2,200,000 including planned giving pledges.
Generated $420,000 in support of school scholarships. This includes special scholarships
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for graduate students. A total of $26,400 distributed for spring semester 2007 for graduate
students. Scholarship funds distributed for all students in spring of 2007 was $64,960.
• Goal for 2007 - 2008 is to provide $40,000 in scholarships funds for graduate students.
Generated $468,000 in development funds in support of special students projects.
Generated four new endowments for scholarships, special projects and off campus
study.
Solicited $250,000 from industry to support new three year faculty position in construction
management. Current campaign to generate $500,000 over five years is 753 complete.
Generated $100,000 in contributions and gifts in kind to support the school competition in
the National Solar Decathlon project.
Generated new endowment from masonry industry in support of annual design
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competition and distinguished lecturer position.
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Negotiated planned giving agreement with donor that stipulates the School as
beneficiary.
Comparative Data Relative to Other Professional Programs
The following statistics prepared by the WSU Office of Institutional Research compares Statefunded Instructional Expenditures per undergraduate and graduate FTE's* per academic
department for fiscal year 2000.
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Architecture ................................................................................................................. $7,441
Landscape Architecture (also includes Horticulture) ........................................ $13,845
Interior Design ............................................................................................................... $5,838
Civil Engineering (also includes Environmental Engineering) ........................... $10,886
Mechanical Engineering ........................................................................................... $9,055
Electrical Engineering (also includes Computer Science) ................................ $13,585
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3.11 Administrative Structure
Institutional Accreditation:
Washington
Association
member of
publications
State University is accredited by the Commission on Colleges of the Northwest
of Schools and Colleges, the regional accrediting association. The institution is a
the National University Continuing Education Association and is listed in the official
of the U.S. Office of Education and the State Department of Public Instruction.
Washington State University is the land-grant University of the State. The main campus is in
Pullman with branch campuses in Spokane, the Tri-Cities and Vancouver. The University is
governed by a Board of Regents appointed by the Governor. The chief executive officer is
President Elson Floyd; Dr. Robert Bates is the Executive Vice President and Provost
Administrative Structure:
The School of Architecture and Construction Management is a unit within the College of
Engineering and Architecture. Other units within the College include the Department of
Chemical and Biological Engineering, Department of Civil and Environmental Engineering,
Department of Biological Systems Engineering, the School of Electrical Engineering and
Computer Science, the School of Mechanical and Materials Engineering, Center for Multiphase
Environmental Research, Wood Engineering Laboratory, and Center for Materials Research, and
Engineering Management.
The Dean of the College of Engineering and Architecture is Dr. Candis Claiborn and the Director
of the School of Architecture and Construction Management is Gregory A. Kessler. At WSU, a
director of a school has the same privileges and responsibilities as a chair of a department,
except that he/she manages more than one program, in our case, architecture and
construction management. His/her duties as defined in the Faculty Manual are as follows:
Subject to the approval of the Dean of the college, a department
chair or school director is responsible for organizing and supervising
the courses of instruction offered by the department, distributing
the teaching and research load, caring for the equipment and
facilities assigned to or in the custody of the department,
allocating and supervising department funds.
When a department or school has teaching and/or research
programs at sites remote from the location of the headquarters of
the department or school, some of the responsibilities rest with or
are shared with the Campus Dean or Director of the remote
station. Such shared responsibilities include care for equipment
and facilities, supervision of funds, and day-to-day supervision of
teaching and research activities.
The department Chair makes recommendations to the Dean for
appointments, promotions, and salaries of members of the
department, and transacts official department business with
Deans, other administrators, and students. In the case of faculty at
remote units, the department Chair shares information and
coordinates recommendations with the Campus Dean or Director.
A department Chair is expected to provide leadership in the
formation of departmental policies and to hold meetings with all
available members of the faculty on matters of policy. Except as
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limited by applicable general regulations and policies or as
otherwise directed by the Dean or by the Provost and Academic
Vice President, it is the department Chair's responsibility to execute
the policies determined by this procedure. When this is not done,
he or she should notify the administrative superior and the
members of the faculty of the action being taken and the reasons
therefore. However, department Chairs
must have sufficient
latitude to permit the making and the execution of day-to-day
operating decisions and the exercise of leadership responsibilities.
A director or department chair is appointed by the Dean after considering the preferences
indicated by the faculty of the unit. The term of the appointment is normally four years.
Administration
The administration of the School consists of the following individuals.
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Director
Assistant Director for Architecture
Assistant Director for Construction Management
Graduate program Coordinator
In addition the school has six staff including an Office Manager, Two Academic Coordinators,
Information Systems Manager, Information Systems Coordinator and a clerical person.
The director's role and responsibilities are defined in the Faculty Manual.
Accordingly, the
director provides leadership and management in logistical support, curriculum development,
instructional assignment, monitoring of facilities and equipment, budgeting, external
development support, alumni relations and representing the School to the College, University,
community and profession. The director seeks advice and input from the faculty in various
situations through individual contributions, the School's committee system, and the faculty
meetings. The director will articulate to the faculty, College, University, profession, community
strive for their fulfillment through an efficient, pragmatic and yet comprehensive and
and students' missions and goals of the School of Architecture and Construction Management
and
democratic decision-making process.
The Assistant Director for Architecture responsibilities are defined as follows:
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Serves as assistant to the Director of the School.
In the absence of the director, the Assistant Director represents the School to the University,
students and profession in attending meetings, signing papers and other responsibilities as
deemed necessary by the director.
Coordinates undergraduate architecture program; chairs meetings of the design level
coordinators. Chairs Academic Affairs Committee.
Coordinates student advising.
Helps in preparation of accreditation documents.
Coordinates in recruitment of undergraduate architecture students.
Overall implementation of all aspects of the undergraduate program.
Graduate Program Coordinator:
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Advises the Director on matters related to the Graduate Program.
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Coordinates student admission process, thesis reviews in conjunction with
the Graduate Committee and the Graduate School.
Helps on scheduling of graduate courses.
Helps on publicity material for the Graduate Program.
Coordinate graduate internship program.
Coordinates graduate study tour.
Other responsibilities as established by the director.
Staff
Since the last visit the school staff has been completely reorganized. The office manager is
responsible for overseeing the overall management of the office including budget, staff
assignments, director's correspondence and coordinating all of the daily activities. The office
manager is responsible for maintaining strict confidentiality of school personnel issues.
The two Academic Coordinators are responsible for coordinating all of the advising issues for
each discipline. They work on a daily basis with students regarding admission to the program,
resolving scheduling conflicts and ensuring that our policies are aligned with changes in
university policy. They are also responsible for helping with all of our recruiting in the school
meeting with potential students and their families.
Our two information support staff are responsible tor maintaining and implementing all of our
technology within the school. In addition the information systems manager works closely with the
director to develop long range planning and strategies for new technologies that need to be
implemented in the school. They also support faculty in the teaching of computer courses,
coordinate computer activities and maintenance, coordinate intercampus networking and also
telecommunications and networking systems.
Programs Offered:
The professional architecture program at Washington State University is a five and one half year
plus summer program leading to the Master of Architecture (M. Arch) degree. We also have
implemented a 2.5 year sequence for transfer students or students that require further
development of their skills. The 1 year program requires a minimum of 164 semester credits to
complete (124 undergraduate credits). Over the last two years students graduating from the
Master of Architecture program have graduated with an average of 185 total credit hours. The
school is currently evaluating the M Arch curriculum in order to reassess the credit offerings and
reach the NAAB minimum.
With the exception of the General Education Requirements and elective options and a Fine Arts
elective, all credits are taken within the School of Architecture and Construction Management.
One cohort of undergraduate fourth year students are located at the Spokane campus and
one cohort of 1 .5 and 2.5 year students are also in Spokane.
The School also offers the following degree programs:
Bachelor of Science in Architectural Studies
Bachelor of Science in Construction Management
Master of Science in Architecture (Spokane Campus)
Doctor of Design (Spokane Campus only)
Bachelor of Science in Architectural studies is a four-year degree program. This degree is
obtained by students in the Master of Architecture program prior to being accepted into the
graduate program. Transfer students entering into the Master of Architecture program must
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either have a Bachelor of Architecture, Bachelor of Science in Architecture or Bachelor of Arts in
Architecture.
The Bachelor of Science in Construction Management is a four-year degree program that
prepares students for a career in the construction profession. This degree program is accredited
by the American Council for Construction Education (ACCE). A number of courses such as
Graphic Communications, Materials and Construction, Environmental Controls, and Structures
serve both programs. Also the school has embarked upon a proactive program in integrated
education that unites students in both disciplines in special courses and symposiums (see
appendix). Students who wish to double major in architecture and construction management,
will generally be able to do so with an extra year of academic work. Construction Management
courses such as Estimating, Construction Management Process, and Scheduling are available to
architecture majors as Architectural Emphasis Electives. We also have a minor in construction
management available to architecture students. We are able to bring 5 - 7 into this minor each
year. While there is a greater demand for this option the limitation is due to faculty resources.
The Master of Science in Architecture degree is a post-professional degree program located at
the Spokane campus. The students are expected to have previously completed a professional
accredited degree program in architecture. This graduate program offers three areas of
emphasis related to design: culture, technology and environment. Some of the graduate
students have the opportunity to assist in teaching undergraduate courses, at the Spokane
campus. In addition the Spokane campus has begun offering a new Doctor of Design program
and will have an enrollment of five - seven students starting in the fall semester of 2007.
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Curriculum
Degrees
and
The five and one half Master of Architecture degree is structured into three segments. The first is
a year of pre-architecture (open to all freshman and transfer students who are accepted to
WSU) The second is three years of certified architecture and university GER coursework leading
to a Bachelor of Science in Architecture. The third segment is the one and one half graduate
program leading to the accredited Master of Architecture.
All students from WSU who maintain in academic good standing complete the four year degree
prior admission into the M Arch program.
Bachelor of Science in Architecture Degree Requirements and Electives:
To obtain a Bachelor of Science in Architecture degree, a student must complete a minimum of
124 semester credit hours. These hours fall into three categories:
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Architecture Requirements
Electives
General Education Requirements
WSU's General Education requirements are designed to complement and support students'
courses of study in the major field or career area. They are also aimed at values apart from the
career: realizing potentials in the individual, preparation for membership in one's community,
and citizenship. WSU faculty has identified the following criteria as critical requirements:
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Reason critically;
Conduct self-directed or independent learning projects.
Understand the roles of normative views and values, including ethics and
aesthetics;
Communicate conclusions, interpretations, and implications clearly, concisely and
effectively, both orally and in writing;
Acquire and assimilate knowledge in a variety of modes and contexts and recognize the
diverse disciplinary viewpoints and methods;
Understand the historical development of human knowledge and cultures, including
both Western and non-Western civilizations.
These six goals represent in abbreviated form the University's definition of an educated person.
Given anticipated career changes which may occur over a lifetime, WSU aims at graduating
"life-long learners": people capable of adapting to new situations as they arise because they
understand how information is gathered and organized and how knowledge is constructed in
more than one specialty area.
For that reason, students are required to devote approximately a third of their coursework to
subjects and disciplines outside their majors. The distribution or "breadth" requirements represent
the main scholarly disciplines in which knowledge is organized. WSU's General Education
Program is also organized vertically, allowing sequential study in some depth from the freshman
year to the junior or senior year. Distribution requirements in the Arts and Humanities, Social
Sciences and Sciences, etc. are organized in three tiers, indicating in broad terms the academic
level of the courses and the order in which they should be taken. After completing the lowerdivision requirements, students select an upper-division "Tier Ill" course which is intended to assist
integration of knowledge from various knowledge domains and to permit advanced study and
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research outside the major. Writing instruction and writing experiences are integrated in course
work throughout the three tiers.
Students are required to take a minimum of 40 credit hours distributed among
the categories listed below. Most architecture students take 45 - 50 credits in non architecture
courses in order to prepare for courses such as calculus.
Tier I: 15 semester credit hours
World Civilizations [AJ GenEd 110 and 111
Written Communications [WJ
Mathematics Proficiency [NJ
Sciences [QJ
3
Tier II: 22 semester credit hours
Communication Proficiency [WJ, [CJ
Arts and Humanities 1 [HJ, [GJ
Social Sciences 1 [SJ, [KJ
Arts and Humanities/Social Sciences 1 [HJ, [GJ, [SJ, [KJ
lntercultural Studies [I], [G], [K]
Sciences2 [B], [P]
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3
3
3
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3
3
Tier Ill: 3 semester credit hours
Tier Ill Course
American Diversity course [D]3
Total hours
3
40
1 A total of 9 hours of Arts and Humanities and Social Sciences with a minimum of 3 in
either.
2 At
least 3 hours in Biological Science and 3 hours in Physical Science plus 1 additional
hour for three clock hours per week of laboratory.
3To complete the General Education Requirements; students must choose one course
that is also designated as an American Diversity [D] course. This course adds no
credit hours to the General Education Requirements as American Diversity courses
also fulfill GER requirements in another area.
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Successful performance of a University Writing Portfolio is also a requirement for graduation at
WSU. Students may satisfy this requirement. which involves submitting three papers from
previously assigned class work plus two timed and proctored writing exercises, any time after
writing portfolio requirement.
successfully completing Engl 101 (or equivalent). Further, two courses identified as writing in the
major [M] must be included in work taken from designated architecture courses to fulfill the
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Architecture Requirements Bachelor of Science in Architectural Studies
Introduction to the Built Environment Arch 202
3 Credits
3 Credits
Arch 103 (Visual Design)
Graphic Communication
Design Studio
Arch 101
3 Credits
4 Credits
4 Credits
Arch
Arch
Arch
Arch
Arch
201
203
301
303
401
(Studio I)
(Studio 2)
(Studio 3)
(Studio 4)
(Studio 5)
5 Credits
5 Credits
5 Credits
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Arch 403 (Studio 6)
5 Credits
Total Credit Hours
37 Credits
Theory
Arch 209 Theory I
Arch 309 Modern Theory
Arch 409 Urban Theory
3 Credits
3 Credits
9 Credits
Total Credit Hours
History
3 Credits
3 Credits
Arch 220 Ancient History
Arch 324 [M] Ren-19th Century
6 Credits
Total Credit Hours
Technology
3 Credits
Arch 330 (Mat's/Const. I)
Arch 35 l (Structures I) 3 Credits
Arch 352 (Structures II) 3 Credits
Arch 353 (Structures Studio I)
Arch 354 (Structures Studio II)
Arch 432 (Env.Controls I)
Arch 433 (Env.Controls 11)
Arch 472 {Codes and Acoustics)
l Credit
l Credit
3 Credits
3 Credits
2 Credits
19 Credits
71 Credits
Total Credit Hours
Total Architecture Credits
Electives
Architectural Emphasis Elective Requirements
8 Credit Hours Minimum Required. Students select approved courses available in
the area of design-communication, technology or theory. Students are also required to take
three credits of fine arts electives that may also serve as a GER requirement.
Architecture
Curriculum
The following breaks down the curriculum of the first four years leading to the Bachelor of
Science in Architectural Studies.
FIRST YEAR-Pre-Architecture Proaram
Fall Semester
Arch l0l-Graphic Communications I
Engl l0l or Communications Proficiency
fWl
Gened 110 or l ll-Wor1d Civilizations [Al
GERs
Crs
Spring Semester
Crs
3
3
Arch l03-Visual Desiqn
Arch 202-The Built Environment
3
3
3
Gened 110 or lll-Wor1d Civilization fAI
GER or FA Elective llJ
Calculus fNlor Physics fPJt2J
3
3
3-4
1518
6/8
1517
Arch l01
Arch 103
Arch 202
Graphic Communication. Lecture and studio course to develop visual awareness:
sketching, drafting, rendering, shades and shadows and design processes.
Visual Design. Two and three-dimensional abstract design theory, color theory and
introduction to architectural design processes.
The Built Environment. Design and planning of the built environment from products to
regions. Environmental interactions, sustainability and quality.
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Second- Year Professional Program:
Upon completion of the pre-professional requirements and in addition to the University's General
Education Requirements, students are then certified into the second year. The following courses
are taken during the Second Year. Sixty - sixty- five (60 - 65) students are admitted into the
second-year program based upon grade point average and completion of the required first
year courses.
Second Year
SECOND
YEARCertified Program
Fall Semester
Crs.
Sprfna Semester
Crs
Arch 201-Architectural DesiQn I
4
Arch 203-Architectural Desiqn II
Arch 209-DesiQn Theory II
Arch 324 Renaissance - 19th century
Arch history
Physical Science Elective fPl 121
GERs
3
3
Total
1518
Arch 220-Ancient Arch History
3
Arch 330-Materials/Construction I
Phvs 1O l or 20 l [p1121 or Math 206 or 17 l [Nl
GER or Fine Arts
Total
2
3-4
3-4
1517
3
3-4
6-8
Arch 20 l Architectural Design I. Introduction to architecture focusing on composition and
ordering systems.
Arch 220 Architectural History. Pre-history and late medieval.
Arch 330 Materials and Construction I. Wood, masonry, steel. concrete and timber frame.
Masonry wall construction steel systems, concrete systems and skin design.
Arch 203 Architectural Design II. Introduction to architectural design focusing on building
technology, systems and craft.
Arch 209 Architectural Theory I. Design theory relating to building elements and the language
of architecture.
Third- Year Certified Program
THIRD YEAR
Fall Semester
Arch 301-Architectural Design Ill
Arch 324-Renaissance to 19th Century
Arch.
Arch 351-Architectural Structures I
Arch 353-Structures Studio I
Arch 432-Environmental Controls I
Total
Arch 30 l
Arch 324
Arch 35 l
Arch 353
Hrs
Sprfna Semester
Hrs
5
3
Arch 303-Architectural Desiqn IV
Arch 309-Modem Architectural Theory
5
3
3
l
3
16
Arch 352-Architectural Structures II
Arch 354-Structures Studio II
Arch 433-Environmental Controls II
Total
3
l
3
15
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Architectural Design Ill. Introduction of architectural design focusing on materiality
and context.
Architectural History [M]. Western architecture from the Renaissance to Baroque to
pioneers of modern architecture.
Architectural Structures I. Introduction to statics, dynamics, analysis and design of
structures using timber, steel and concrete systems.
Structures Studio I. Design principles of architectural systems for spanning and
enclosing architectural space.
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Arch 432
Arch 303
Arch 309
Arch 352
Arch 354
Arch 433
Environmental Controls I. Mechanical systems for buildings: HVAC, heat
flow concepts .
Architectural Design IV. Continuation of study of architectural design as influenced
by cultural, spiritual and symbolic issues.
Design Theory IV. Evolution of modern architecture, ideals and principles.
Architectural Structures II. Continuation of Arch 351 .
Structures Studio II. Continuation of Arch 353.
Environmental Controls II. Water supply, drainage, electrical and lighting systems for
buildings.
Fourth Year Certified Program:
FOURTH YEAR
Fall Semester
Arch 401-Architectural Desian V
Arch 409-Urban Design Theory
Arch 472 Codes &Acoustics
Architectural Emphasis Electives
Total
Arch 401
Hrs
5
3
l
6
15
SprinQ Semester
Arch 403-Architectural Desion VI
Architectural Emphasis Electives
GER {Tier Ill)
Study abroad option
Total
Hrs
5
3
3-6
12
14
Architectural Design V. Advanced architectural design focusing on technology,
systems
crafts of buildings.
Codes &and
Acoustics.
International building codes, safety and accessibility. Sound
472
Arch theory, control and reinforcement systems as applied to architectural problems.
Arch 403 Architectural Design VI. Advanced study of architectural design as influenced by
social and environmental issues.
Arch 409 Design Theory VI. Advanced design theory relating to social and environmental
issues, which influence housing design.
Architectural Emphasis Electives:
Students may select from the following list of approved Architectural Emphasis Electives.
Arch 424 Historic Preservation [M].
Theory and practice of architectural and urban
conservation.
Arch 425 Architectural Theory I. Architectural criticism and evaluation as viewed from
contemporary and historic precedents.
Arch 428 Architecture and Culture in the Islamic World. A thematic course exploring the
relationship between architecture and culture in the context of Islamic civilization.
Arch 436 Contemporary Furniture Design. Investigation of issues related to the design and
fabrication of furniture.
Arch 439 Lighting Design. Engineering and aesthetics of lighting design.
Arch 442 Theory of Urban Design and Development [M]. History, principles and theories of the
physical design and development of cities.
Arch 446 Architectural Animation. Introduction to computer animation production, simulation
and related CAD modeling techniques.
Arch 451 Computer-Aided Design I. Art and science of CAD.
Arch 452 Computer-Aided Design II Continuation of Arch 451.
Arch 456 Field Sketching/ Journal Keeping.
Strategies to facilitate investigation and
comprehension of the environment.
Arch 462 Architectural Structures IV. Deflection Theory, statically indeterminate structure
systems.
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Arch 480
Arch 530
Arch 540
Arch 577
CstM 451
CstM 455
CstM 470
Architecture Internship.
Placement in approved
industrial, professional or
governmental situation.
Research Methods. (Spokane to Pullman via Whets) Research methods in
architecture and design disciplines.
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History and Theory of Design Issues in Architecture. (Spokane to Pullman via Whets)
Advanced study of history and theory of architecture relciting to environmental,
cultural and technological design issues.
Theory of Urban Constructions. Overview of forces and systems that have shaped the
urban environment through human development.
Construction Management Process.
Design/construction process and project
delivery systems/approaches.
Construction Scheduling. Construction communications and law overview.
Estimating I. Cost estimating related to building general construction work.
Master of Architecture curriculum: (Pullman and Spokane)
M Arch proaram
Fall Semester #1
Crs
Sprina Semester #2
Crs
Arch 515 Research Methods and Program
analysis
Architecture 573 Ethics and Practice.
(Partial collaborative course with CSTM
451 Delivery Methods)
Architecture 563 Structures Ill
3
Arch 511Graduate Design Studio
6
3
Architecture 525 Theory
3
3
Architecture 527 Site and Landscape
DesiQn
3
Architecture 531 Advanced Tectonics
3
12
Total
12
Total
I Summer
Arch 580 Internship
Fall Semester #3
Crs
Arch 513 Graduate Design Studio
Architecture 542 Contemporary Issues in Architecture
Approved Elective
Total
Arch 511
6
3
3
12
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Architectural
Design
VII. site
Comprehensive
design incorporating programming,
space
planning,
interiors,
planning andbuilding
landscaping.
Arch 515
Arch 513
Arch 531
Arch 573
Arch 580
Programming/Decision Theory. Data collection, analysis and synthesis, including cost
management, organization, preparation and presentation of a program.
Design Thesis. In-depth architectural study of project selected by student and
approved by faculty.
Advanced Tectonics.
Professional Practice. Architect licensing process; techniques for and rationale of
marketing architectural services; office organization and business methods.
Internship
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Project by Aska Sukamato
3. 13 Student Performance Criteria
3.13.1 - 3.13.34
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3.13 Student Performance Criteria
The CRITERIA/ COURSE MATRIX included in this section indicates the criteria that are addressed in
each of the required and elective courses in the curriculum. It also indicates the level to which
each criteria is addressed by each course utilizing the NAAB levels
of
accomplishment
Understanding and Ability.
Understanding: assimilation and
comprehension of information.
without
necessarily being able to relate it to other material or see its fullest implications.
Ability: skill in using specific information to accomplish a task, in correctly selecting the
appropriate information, and in applying it to the solution of a specific problem.
The following is a descriptive narrative of how the program at the School of Architecture and
Construction Management at Washington State University addresses each of the 34
performance criteria identified by NAAB.
3. 13. 1
Required Courses:
The first exposure to Verbal and Writing Skills is received in the General Education Requirements
in English and Communication on entering the University. Students must take a minimum of six
credit hours to fulfill GER's. Also students must submit and pass their writing portfolio prior to
graduation. Students may satisfy this requirement, which involves submitting three papers from
previously assigned class work plus two timed and proctored writing exercises, any time after
successfully completing Engl. 101 or equivalent. Students must complete the portfolio no later
than the end of the first semester of upper-division standing (upon completion of 60 hours).
Faculty from across the university is responsible for evaluating the portfolios.
Each student in the school is required to take a minimum of two M courses (writing in the major)
prior to graduation. The M courses in the school emphasize writing, research, comprehension
and listening skills. The following serve as M courses for the school.
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Architecture 309 Modern History (Required, in process)
Architecture 324 Renaissance to 1900 History of Architecture (Required)
Architecture 409 Design Theory Ill (Required)
Architecture 425 Architectural Theory I (Elective)
Architecture 442 Urban Design (Elective)
Additionally, extensive writing, reading, listening and comprehension occur in the graduate
program. The courses Architecture 515, 525, 527, 531,542 and 573 all require demonstrated ability
in the above. All of these courses in addition to design studios require students to present their
work and findings in an oral format. In the instance of Architecture 525 in the spring of 07 all
students were required to present their work to all second year students in the school in a
symposium format. In the design studios beginning at second year we have implemented a
required reading component to each studio beyond the normal requirements for research into
the project problem. Each semester faculty are required to define specific reading assignments
for the semester. It is through studio seminars and short papers students are tested regarding
their comprehension of the readings.
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Speaking and Wrfflng Skills
Ability to read, write, listen and speak effectively
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Elective Courses:
In addition to the M elective courses the following elective courses also address speaking and
writing skills. Arch 437 Energy Design Seminar, 442 Theory of Urban Design and Development, 491
Seminar in Architectural Communication, 492 Seminar in Architectural History, 494 Seminar in
Urban and Regional Planning, and Arch 530 Research Methods. (This course can be taken as an
elective for grads and undergrads and is specifically directed towards the MS students in
Spokane).
The university also has extensive resources for students regarding writing. The Center for Teaching
and Learning houses full time staff that is available to help students increase their writing skills.
The school has utilized this office in terms of referring students to this center. Also the school has
incorporated a series of writing symposiums organized by the Center to assist faculty in
developing and testing writing in their courses. The Writing Center is well utilized by the school
and has made an important contribution to our students and faculty.
3. 13.2 Critical Thinking Skills
Ability to raise clear and precise questions, use abstract ideas to interpret
information, consider diverse points of view, reach well reasoned conclusions,
and test them against relevant criteria and standards.
At a fundamental level this criteria pervades our entire curriculum. However, the most
direct manner that this criteria is met is through the design studio. Beginning at the first
year students are introduced into the value of abstraction, analysis, evaluation and
interpretation. Throughout all studios students are required to demonstrate diverse
possibilities of solutions and evaluate their own value systems while seeking to understand
those of others. Many projects require students to collaborate in teams to discover
potential solutions. Participants in teams will often include students from other disciplines.
The value of critical thinking is also highly integrated into our history/ theory sequence
Arch 209, 220, 309, 324, 409, 425. Our technical courses Arch 330, 351, 352, 353, 354 and
ECS course 432 and 433 also require extensive critical thinking.
Critical thinking skills are also an important mission of the university. The following is in part
and outline of the goals and outcomes of the Critical Thinking Project. In 1996, the Center
for Teaching, Learning, and Technology (CTLT), the General Education Program, and the
Writing Programs collaborated to develop a seven-dimension critical thinking rubric (See
btJQ:i uc;;1Q£.9j§c;,:Lyysu.edu/ctr_.htm) derived from scholarly work and local practice and
expertise to provide a process for improving and a means for measuring students' higher
order thinking skills during the course of their college careers.
3.13.3 Graphic Skills:
Ability to employ appropriate representational media, including computer technology,
to convey essential formal elements at each stage of the programming and design
Required Courses:
process.
by all incoming students. Arch 101 and 103 provides a strong basis for the communication
The development of strong graphic skills is emphasized from the first required architecture course
taken
of complex architectural ideas of later years. Fundamentals of sketching, drafting, abstract
thinking, model making and conceptual design form the basis of these two courses. Arch
101and 103 require performance at the ability level in all skills except computer communication.
One faculty member is assigned to coordinate all sections and assignments in the first year. Our
highest quality Graduate TA's deliver the daily assignments and work in the studio. All
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succeeding design studios build sequentially on the base received in 101and 103. Computer
graphic skills are introduced at the second year as students are required to purchase computers
at this time. Further computer graphics are developed in upper level studios and elective
courses.
Elective Courses:
Additional computer technology skills are available in Arch 451 and 452 Computer Aided Design.
In the spring of 08 Arch 452 will focus on Revit and introduce BIM technology. Advanced
computer animation such as Maya are also available.
3. 13.4 Research Skills
Ability to gather, assess, record and apply relevant information in architectural
coursework .
A strong research foundation is generated in the General Education Requirements required
courses culminating at the "ability" level in the Tier Ill elective typically taken when a student is a
Junior or Senior. In the architecture undergraduate program the research component is highly
emphasized in the M courses, including all history and theory classes. In the history courses
Professor Gruen outlines comprehensive systems of research criteria for all papers including
specific formats for identifying sources. This is followed in the graduate program where all the
seminar courses and the graduate research methods course require students to document and
Required Courses:
develop specific research methodologies .
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In the design studios research skills are sequentially developed as a student progresses through
the program. Research methods are initiated at the second year studio and progressively evolve
as students matriculate through the upper studios. In addition the theory courses 209, 309, 409
integrate research components into the courses. At the graduate level Arch 515, 513, 525, 527,
531, 542 all have extensive research components .
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Elective Courses:
Additional focus on research skills is provided in the following elective courses; Arch 442 Theory of
Urban Design and Development, 491 Seminar in Architectural Communications, 492 Seminar in
Architectural History, 494 Seminar in Urban and Regional Planning and 530 MS Research Methods .
3. 13.5 Formal Ordering Systems
Understanding of the fundamentals of visual perception and the principles and
systems of order that inform two and three dimensional design, architectural
composition and urban design.
Required Courses:
Formal ordering systems are introduced in Architecture 103. In this course students learn
the fundamentals of point, line and plane and how these elements are organized into
ordering systems for architecture. This information is continued in the second year where
the fall semester design studio (Arch 201) focuses on issues of composition both in terms
of plan and section development. In the Arch 209 theory course students explore
fundamentals of architectural language including the seven elements of architecture;
window, ceiling, stair, column, doors, floors and roof. Ordering systems are continued to
be emphasized in third year studios. Issues of urban structure are developed in the fourth
year studios (Arch 401, 403). Arch 401 looks at the development of large commercial and
institutional structures while Arch 403 is an exploration of housing in the urban context. In
Spokane Arch 401 is an interdisciplinary studio that investigates particular urban issues in
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the Spokane context. Ordering systems are also introduced in the history/ theory courses
where students learn the historical significance of ordering systems.
Our elective courses including Arch 442 and 577 introduce students to ordering systems in
terms of urbanism. Arch 577 explores the generative ordering systems throughout history
related to culture and technology and Arch 442 explores development patterns.
3. 13.6 Fundamental Design Skills
Ability to use basic architectural principles in the design of buildings interior
spaces and sites.
Required Courses:
Building upon fundamental design skills in Arch 103 Design Studios: 201, 203, 301 and 303
advance these skills through students developing understanding of circulation, structure,
materials and site circumstances. Students are expected to demonstrate how these elements
inform spatial qualities. Also, students understand how architecture and architectural ideas can
be derived from related disciplines such as the fine arts. In Arch 301 students engage in our
annual masonry competition for the first half of the semester. Arch 303 investigates fundamental
design integrating structures, materials, costs and specifications.
Other required courses which address fundamental design skills are our structures courses,
environmental controls and materials courses. These include, Arch 330, 351, 352, 353, 354, 432
and 433.
3.13.7 Collaborative Skills
Ability to recognize the varied talent found in interdisciplinary design project
of a design team.
teams in professional practice and work in collaboration with other students as
members
This criteria has been a very high priority for the school and is manifested in several ways.
The first is through our integrated education series where architecture and construction
management teams work together in seminar, and Charette formats on specific design
and construction problems. This occurs each spring and is required of all third and fourth
year students in the school. Other forms of collaboration occur through our Arch 401
design studio in Spokane where architecture, interior design and landscape students
share a common studio and project for one semester.
Additional collaborations occur in the third year studio (Arch 301) where architecture
students work with CM students in developing cost proposals for projects. Currently the
school is exploring a series of options to increase integration in the school between
architecture and construction management. Other design studios have students work in
teams during design projects that extend from a research phase through the duration of
the project.
The School is in the process of developing an Institute for Sustainable Design (see
appendix). The institute is a
collaboration
between
architecture,
construction
management, civil engineering and the WSU Wood Materials lab. The Institute will be a
place where students from four disciplines will work together to design and develop new
strategies for sustainability in an interdisciplinary context. The institute is one of the top
priorities for the College in the upcoming WSU capital campaign.
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3. J 3.8
Western Traditions
Understanding of the Western architectural canons and traditions in architecture,
landscape, and urban design, as we/I as the climate,
technological,
socioeconomic, and other cultural factors that have shaped and sustained them.
Architecture 220, 324, and 309, while global surveys, are weighted towards the western tradition.
The courses are oriented around a cultural, political, economic, and spiritual history of
architecture, urbanism, and landscape. The courses follow a loose chronological format to help
students maintain clarity and order.
In Architecture 220 students learn about the earliest surviving works of architecture and urbanism
completed by humankind (i.e. the Anatolian town of <;atal HOyOk. Stonehenge, and the Old
Kingdom Pyramids of Egypt). They then follow that tradition through Mesopotamia, Egypt,
classical antiquity (Greece, the Hellenistic World, and Rome), early Christianity, and the
medieval (Romanesque and Gothic). Architecture 324 picks up where 220 leaves off and
begins with the Italian Renaissance. This is followed by Roman and French Baroque, London,
the British picturesque landscape tradition, French Neoclassicism, Colonial and Jeffersonian
America, the Rise of Industry, the Gothic Revival, Haussmann's Paris, the Parks Movement, and
Domesticity in the American suburb.
Architecture 309 continues the western tradition in the modern world. Topics include Chicago,
the World's Columbian Exposition, the Arts and Crafts, Garden Cities, Charles Rennie Mackintosh,
the Vienna Secession, the Deutsche Werkbund, de Stijl, Dutch and German housing experiments.
The course continues through Alvar Aalto, the Bauhaus, Le Corbusier, Frank Lloyd Wright, Mies
van der Rohe, Postmodemism, Starchitecture, and Sustainability.
3. J 3.9
Non-Western Traditions
Awareness of the parallel and divergent canons and traditions of architecture
and urban design in the non-Western world.
Significant portions of Architecture 220, 324, and 309 introduce non-western architecture and
urban design.
In the past year, among other texts, a new text that better represents the non-western world has
been adopted: Francis D.K. Ching, Mark M. Jarzombek, and Vikramaditya Prakash, A Global
History of Architecture (Hoboken, NJ: John Wiley and Sons, 2007).
Specifically, lecture topics in Architecture 220 include the architecture of ancient India and subSaharan Africa, as well as the architecture of ancient China, Japan, Native America,
Mesoamerica, and the early Islamic environment. Lecture subjects in Architecture 324 include
Mughal India, Ottoman Istanbul, Tenochtitlan and Aztec architecture, Inca architecture, the
architecture of native cultures of the Pacific Northwest. In the modern course, Architecture 309,
entire lectures are dedicated to the Arts and Crafts movement (and its connections to
Japanese craft) as well as Chandigarh and New Delhi are presented. Portions of other lectures
include discussion of Luis Barragan, Brasilia, and the Japanese Metabolists.
In addition to the history sequence non western traditions are also covered in our Arch 428
course on Islamic Architecture. This course serves as a tier Ill GER for non architecture majors and
serves as an elective course for architecture students. Also, under Professor Samizay our fourth
year studio undertakes studio projects that incorporate much of his experiences and work in
Afghanistan. Architecture students are also allowed to take Phil 435 East / West Architecture as a
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tier Ill GER. This course is taught by Professor David Wang and is offered through the Philosophy
department so that architecture students may take it for GER credit. In addition Professor Wang
has led two study tours to China for our students over the last five years.
3. 13. 10 National and Regional Traditions
Understanding of national traditions and local regional heritage in architecture,
landscape design and urban design, including the vernacular traditions.
Topics and lectures in Architecture 220 and 324 cover regional styles and traditions have
emerged over time. Lectures in Architecture 324 {the Haida and Kwakiutl architectural heritage
of British Columbia) and 309 (Arts and Crafts and Ear1y Modernism in Los Angeles; the "Prairie
School" in the Midwest) highlight some general regional trends. One lecture in Architecture 324
cover information about the promotion and settlement of the American West, forts in
Washington and Oregon, Olmsted's plan for Tacoma, and ear1y campus architecture at
Washington State University.
Architecture 492 focuses on the vernacular tradition in America, and critically explores the idea
of the vernacular. The course holds as its premise that the complexity of vernacular architecture
is embedded in the cultural landscape - at the intersection of human social relations, design,
and the land. The course involves readings from a variety of disciplines including architecture,
architectural history, urban design, landscape architecture, preservation, geography, American
history, American studies, anthropology, and folklore.
Our design studios from second through fourth year incorporate local traditions, values and
history into studio projects. Invariably students are always required to research the local context
of a specific site and location as well as the traditions of the area. These issues form the basis for
discovery of design solutions. This continues in the graduate program where the Arch 527, 525,
542 and the graduate design studios (Arch 511, 513) all require students to demonstrate
understanding of national and regional traditions.
3. 13.11 Use of Precedents
Ability to provide a coherent rationale for the programmatic and formal
precedents employed in the conceptualization and development of architecture
and urban design projects.
An awareness and understanding of the use of precedents is introduced in the ear1y year design
studios 103 Visual Design, 201 Architectural Design I, 203 Architectural Design II, 301 Architectural
Design Ill, 303 Architectural Design IV, progressing to the level of "ability" in the upper year
design studios; 401 and 403. History/ Theory courses that utilize precedent are Arch 202 The Built
Environment, 209 Design Theory I, Architecture 309 Design Theory II and Arch 409 Design Theory Ill.
Ability is expected in Arch 515 Research Methods while supplemental exposure is available in
elective courses such as 494 Seminar in Urban and Regional Planning and 540 History and Theory
of Design Issues in Architecture and 577 Urban Constructions. The structures courses also utilize
precedent as a means of understanding structural principles.
3. 13.12 Human Behavior
Understanding of the theories and methods of inquiry that seek to clarify the
relationship between human behavior and the physical environment.
Issues of human behavior are introduced to students in the Arch 103 and 202 courses.
Design projects in Arch 103 require students to begin to consider issues of human
movement patters, way finding and organizational patterns. In Arch 202 students are
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introduced to issues of human behavior as it relates to ancillary design disciplines
including interior design, landscape design and engineering.
Human behavior patterns are continued in upper division design studios, arch 301 and
303. In particular Arch 403 which focuses upon urban housing investigates urban housing
patterns and Arch 409 requires students to understand precedents of housing and
settlement patters.
In addition all of our history courses Arch 220, 324 and 309 are presented in terms of how
human behavior has influenced historical development .
313.13 Human Diversity
Understanding of the diverse of needs, values, behavioral norms, physical ability
and social and spatial patterns that characterize different cultures and individuals
and the implication of this diversity for the societal roles and responsibilities of
architects.
The foundation of an understanding of human behavior and diversity is initiated
in the General Education course requirements, especially in the World Civilization unit, in social
science and intercultural requirements. In the architectural program awareness is emphasized in
all design studios, in the HistoryI Theory courses and also in, Arch 434 Acoustics, 472 Construction
Communications/Codes and Arch 573 Professional Practice. Diversity is also emphasized in the
Arch 428 course on Islamic Architecture and Phil 435 East I West Architecture .
3.13.14 Accessibility:
Ability to design both site and building to accommodate individuals with varying physical
abilities.
In Arch 472 chapter 11 of the IBC is covered and assignments are given relative to ADA
problems with reference to the ADAAG (The American's with Disabilities Act Accessibility Guide) .
quizzesalso
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In the design studios accessibility is integrated into projects and critiques with emphasis on
exiting requirements as well as access and circulation.
3. 13. 15 Sustainability:
Understanding of the principles of sustainability in making architecture and urban design
decisions that conserve natural and built resources including culturally
important
buildings and sites, and in the creation of healthful buildings and communities .
Issues of sustainability are covered in a series of courses in the curriculum. In our required courses
sustainability is introduced in the Arch 202 course which provides fundamentals into
environmental issues. Our design studios starting at the third year integrate issues of sustainability
into projects. In addition, many of our students focus on this issue during their graduate project.
Our other courses in ECS spend considerable time focusing on energy, environment and design.
In the spring of 2007 the Arch 525 course focused on issues of environment from energy to
population issues. Students in teams of two presented these issues to all of our second year
students in a one day symposium format. Also in Arch 330 material and systems selection are
presented based upon sustainability and life cycle engineering as one factor for selection
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In the fall of 2006 we began offering an elective course (Arch 493) which focuses on
sustainability and prepares students to take the LEED examination. At this time we have had 16
students take the course and 5 have passed the examination. We will be continuing with this
course each fall and as of this writing we have 20 students enrolled in this course for fall 2007. In
2003 we began the process of participating in the national solar decathlon. In 2005 the school
exhibited our project on the national mall in Washington DC.
We have also recently formed an Institute for Sustainable Design. The Institute is a collaboration
between the school, Civil Engineering and the WSU Wood Materials Lab. The Institute will be an
enterprise where students, faculty and researchers work on construction systems and design
utilizing green materials developed at the wood lab. The Institute also has an outreach mission to
educate the public on these issues. See appendix for goals and objectives and action plan.
3. 13.16 Program Preparation:
and equipment requirements, an analysis of site conditions. A review of the
Ability to prepare a comprehensive program for an architectural project, including
assessment of client and user needs, a critical review of appropriate precedents, an
inventory
definition of site selection and design assessment criteria.
relevant laws and standards, and assessment of their implication for the project, and a
and Programming course. This course serves as the fundamental course preparing
While many of the above issues are developed incrementally in the design studios beginning at
the first year, the comprehensive developments of these skills occur in the Arch 515 Research
Methods
project as well as empirical knowledge from precedents to site analysis and local zoning
students for their graduate project. In this course students develop a theoretical construct for
their
issues.
3.13.17 Site Conditions
Ability to respond to natural and built site characteristics in the development of a
program and the design of a project.
All seven undergraduate design studios require students to develop abilities in evaluating and
understanding site conditions. These include both latent and apparent site conditions. At the
graduate level students are required to take Arch 527 Site and Landscape Design. This course
requires students to investigate the empirical and sensual qualities of the landscape. This course
is intended to help students understand that architecture and the landscape are
interconnected and that the exterior environment is a critical component to architecture. Other
courses where site is emphasized is the Arch 515 Research Methods course and the Arch 428
Islamic Architecture course. In addition the history/ theory courses also present the cultural
conditions of site. The graduate studios all require students to demonstrate proficiency in
responding to and integrating site conditions into their project.
3. 13.18 Structural Systems:
Understanding of the principles of structural behavior in withstanding gravity and lateral
forces and the evolution, range and appropriate application of contemporary structural
systems.
Arch 351 , Arch 352 and Arch 563 is the required Architectural Structures lecture sequence for
Arch students. These courses introduce students to basic structural theory including: load forces
on architectural structures; concept of equilibrium; statics and strength of materials; bending
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theory; and analysis and design of statically determinate structure systems in timber, steel.
reinforced concrete and masonry. The sequence follows this pattern:
• ARCH 351 Structures I: forces, statics, strength of materials, timber systems
• ARCH 352 Structures II: steel systems
• ARCH 563 Structures Ill: lateral forces (wind & seismic), reinforced concrete & masonry
systems
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Parallel with ARCH 351 and ARCH 352, the students are enrolled in a full-year Structures Studio,
ARCH 353 and 354. In this Studio they are introduced to all of the structure systems that have
been used to span and enclose architectural space. Emphasis is on the history and evolution of
these structure systems, integration of structure with other architectural systems, and the
relationship between structural systems and architectural form and space.
• ARCH 564 Structures IV: Indeterminate structure systems; classic theory and analysis by
Two additional Structures courses are available as electives: ARCH 564 and ARCH 498 .
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Building upon the structural courses students begin integrating structural systems in the spring
semester of second year (Arch 203) and continue developing structural systems in their design
throughout all the studio courses .
13.19 Environmental Systems:
3.
Understanding of the basic principles and appropriate application and performance of
building envelope materials and assemblies.
In Arch 432 Students are asked to evaluate and compare thermal performance of various
building envelope designs. Emphasis is placed on evaluating "cost/performance" criteria in
terms of energy use, design heat loss and heating/cooling system sizing. Whole-building and
component thermal performance are analyzed, including slab/foundation, fenestration, wall,
roof and air infiltration. The architecture and CM students take this course con- jointly.
Assignments and projects require students to from collaborative tams from each discipline to
work together.
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3. 13.20 Life Safety:
Understanding of the basic principles of life-safety systems with an emphasis on egress.
This material is covered in the design studios from third year on as well as the Arch 472 course
Codes and Acoustics. In this class students study the 2006 International Building Code and
supporting documents as a means to provide designers a sense of how to understand the code
application process, and applying them in several design scenarios. Actual building projects are
studied in context, along with varying plan review interpretations. Guest lecturers cover
Lite safety criteria
specialized topics, such as sprinklers, and city building departments .
t
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computer software
ARCH 498 Seminar in Architectural Structures
In addition the codes course covers the following information.
Occupant load
Exit system design
3. 13.21 Building Envelope Systems:
building envelope materials and assemblies.
P>
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The understanding of building envelope systems begins in the second semester design studio
and continues each semester on. In particular, fourth year studio students are expected to
demonstrate understanding of systems in large urban structures. At the graduate level students
must demonstrate a clear understanding of the building envelope system as one of the criteria
for passing the graduate project. Other courses such as Arch 330 Materials and Methods 432
and 433 Environmental controls as well as the structures courses integrate envelope systems. At
the graduate level the Arch 531 Advanced Tectonics looks at contemporary issues and
architects much of which is focuses upon building envelope systems.
3. 13.22 BuHding Service Systems:
plumbing, electrical, vertical transportation, communication, security and fire protection
systems.
Division 14,1 5 and 16 systems are the focus of both ARCH 432 and 433. Planning, design and
accommodation for these systems are covered in detail, including system sizing, routing and
commissioning. Life-cycle performance is introduced along with planning for renovation and
maintenance. Special emphasis is placed on fire-safe design and code requirements for
building penetrations. Current trends in building system design and sustainable practices are
highlighted in both courses. Fire protection systems in Chapter nine of the IBC are covered in the
Arch 472 course. From third year studio students are expected to be able to demonstrate an
understanding of the integration of service systems into their designs.
3. 13.23 Building Systems Integration:
Ability to assess, select and conceptually integrate structural systems, building envelope
systems, environmental systems, life- safety systems and building service systems into
building design.
3.13.24 Building Materials and Assemblies:
construction materials, products, components, and assemblies, including their
environmental impact and reuse.
Building systems, materials and assemblies are first introduced into the second year design studio.
Students are expected to begin to integrate fundamentals of building systems even though their
experience is limited. Studio faculty provides the foundation information to reach these
objectives. As students matriculate into upper division studio students are expected to be able
to integrate technical information into their building design. Environmental and structural
understanding is expected to be fully integrated at the graduate project. (See appendix for
graduate project requirements). Assembly systems are also covered in both materials courses
Arch 330 and 531 .
3. 13.25 Construction Cost Control
Understanding of the fundamentals of building costs, life cycle costs and construction
estimating.
Construction cost control is addressed specifically in the third year spring semester design studio,
Arch 303. In this semester students spend approximately four weeks working in conjunction with
the construction management students in developing cost implications for their design work. In
addition students also develop outline specifications as part of this course. Students also have
access to our construction management courses in cost control and each year we offer an
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elective for architecture students (Arch 495) on conceptual estimating. Over the last three years
of this course there has been a typical enrollment of 15 - 20 students which constitutes about
l/3rd of our undergraduate enrolled in this elective course.
3.13.26 Technical Documentation:
Ability to make technically precise drawings and write outline specifications for a
proposed design.
All studios beginning with the spring semester second year (Arch 203) require students to show
evidence of construction knowledge. These typically come in the form of building sections or
specific details. Further the spring semester third year spends time developing modified sets of
working drawings in conjunction with outline specifications and costs control. Other courses
which require techni.cal documentation are all structures courses, Arch 330 Materials, Arch 436
Furniture Design and Arch 491 Art of the Detail. In the structures courses students are required to
know technical information in terms of structural connections and systems. This is manifest
through drawings and sketches on quizzes as well as the two structures studios.
3.13.27 Client Role in Architecture:
Understanding of the responsibility of the architect to elicit, understand and resolve the
needs of the client, owner and user.
This understanding is always at the core of the design studios. Students understand from early on
that a significant responsibility is to develop skills that facilitate communication
and
understanding regarding clients, owners and users. The Arch 573 course Ethic and Practice is
where this information is comprehensively delivered. Students are exposed to case studies and
best practices through direct contact with practicing architects regarding the nature of
architectural practice. During the fall of 07 our graduate students and faculty will be working
with CM students and faculty on integrating a portion of the 573 course with the CM project
delivery course. The intent is to integrate both constituencies in order for the architecture
students to have a greater understanding of delivery systems. These issues are also an integral
part of our Integrated Education series which was addressed earlier in this report. Architects
ethical responsibilities in terms of society, client, owner and advancing the profession are part of
the discourse in Arch 573. Students are presented with complex case studies and asked to
develop judgments based upon law and precedent. This material also overlaps into the
graduate project.
3.13.28 Comprehensive Design:
Ability to produce a comprehensive architectural design project based upon a building
program and site that includes development of programmed spaces demonstrating an
understanding of structural and environmental systems, building envelope systems, life
safety provisions, wall sections and building assemblies and the principles of sustainability.
The above is accomplished through our graduate project sequence of Arch 515, Research
Methods and Programming, Arch 511 Graduate studio and 513 Graduate Studio. We have
developed a series of specific requirements that students must meet in order to successfully
complete their graduate project (see appendix). In addition students must pass a series of
"exams" or milestones each semester in order to continue in the program. Students that do not
meet the milestones or pass the exams are given one semester to bring their work to the required
expectation. If they are not able to pass after the second semester of work then they are
dropped from the program. All of the above information is distributed reviewed with new
graduate students at the beginning of each year and is also published on our website.
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3.13.29 Architect's Administrative Roles
Understanding of obtaining commissions and negotiating contracts, managing
personnel and selecting consultants, recommending project delivery methods and forms
of service contracts.
See 3.13.27
3. 13.30 Architectural Practice
Understanding of the basic principles and legal aspects of practice organization,
financial management, business planning, time and project management, risk mitigation,
and mediation and arbitration as well as an understanding of trends that affect practice,
such as globalization, outsourcing, project delivery, expanding practice settings, diversity
and others.
See 3.13.27
3. 13.31 Professional Development:
Understanding of the role of internship in obtaining licensure and registration and the
mutual rights and responsibilities of interns and employers.
This topic is integrated into the Arch 573 Ethics and Practice course as well as our requirement for
internship in the graduate program. All graduate students must participate in a summer
internship between the second and third semester (Arch 580). Students may select to participate
in a summer internship, foreign studies or specialized coursework. For those students participating
in the internship (approx 903) the school has developed formal relationships with about forty
firms. Students may work for one of these firms or select one of their own. The summer internship
process is set up similarly to the IDP program. Students are assigned a mentor and must submit a
report to the graduate coordinator at the end of the summer. The firm mentor works with the
graduate coordinator in determining the grade for the course. Also each year the Washington
State Architectural Licensing board holds one of their meetings on the Pullman campus. As part
of their meeting they host a lunch for our students and an open forum for students to ask
questions regarding licensing.
3. 13.32 Leadership:
Understanding for the need of architects to provide leadership in the building design and
construction processes, and on issues of growth, development and aesthetics in their
communities.
Leadership for architects at WSU is communicated through reinforcing that an effective leader is
an effective collaborator. That is, the architect needs to learn how to draw individuals together
from diverse backgrounds and disciplines in order to reach a common goal. To that end our
courses seek to portray this approach to our students. From the design studios to our graduate
course and seminars we seek to demonstrate how the architect can lead in collaborative
process. Examples of this are evident in our Integrated Education Series, our Solar Decathlon
House, our internship program and the overall atmosphere that pervades our faculty and
courses.
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3. 13.33 Legal Responslbfflfles:
Understanding of the architect's responsibility as determined by registration low, building
codes and regulations, professional setVice contracts. zoning and subdivision ordinances,
environmental regulation. historic presetVation laws, and accessibility laws.
This information is covered in the following courses . Arch 515 Research Methods and
Programming.Arch 472 Codes and Acoustics. upper division design studios, Arc h 573 Ethics and
Practice and the graduate design studios Arch 511 and 513. Students are also encouraged to
take our construction law course as an elective.
3. J 3..U Ethics and Professional Judgment:
I
See 3.13.27
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Arch Structures Ill
2nd - 5th yr
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3ro - 5th yr
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2nd - 6th yr
564
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2nd - 5th yr
577
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2nd - 6th yr
435
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Capstone
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4. Supplemental Information
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Student Progress Evaluation Procedures
Studio Culture Policy
Course Descriptions
F ulty Resumes
VtsitingJeam Report from the Previous Visit
A.flnuafR:eports
School Catalog
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4. 1 Student Progress Evaluation
Transfer Credit Evaluation
The Office of Admissions at WSU evaluates transcripts of all students who have attended
another school prior to entering WSU. They determine the total number of credits that will be
accepted by WSU. More specifically, specialists in that office determine which transfer
credits wm satisfy WSU General Education Requirements. This information is recorded on a
form supported by documents, which are included in the student's academic records on file
with the School.
Most students enter the Architecture Program as freshmen at the ARCH 101 level. Some
attend community colleges before transferring to WSU primarily taking GER courses, enter our
program at the ARCH 101 level and spend three to four additional years completing their B.S.
in Architecture Studies Degree.
Some students attend community colleges or other four-year institutions for a year or two,
take courses approximating our lower division courses and apply to enter the program at the
second or third-year level. These students must submit a portfolio of their graphic and design
work which is reviewed by members of the Admissions and Academic Affairs Committee
(AAAC) and other design faculty to determine if the work is reasonably comparable to work
done by our students at that level and if it appears the applicant could reasonably succeed
in the next level design course if admitted.
After this determination is made, the student is placed in the pool with other students
applying for entry at that level and final selection is based on their GPA in the architectural
program requirements taken to date.
If a student has taken other courses for which they want credit, such as history or structures,
after they are admitted, the AAAC will review their request and accompanying
documentation such as full course descriptions, work done, etc. and make a
recommendation to the Director. In these cases, input is usually solicited from faculty with
expertise in the subject matter being considered.
A similar procedure is followed for students who request admission at the fourth or fifth year
levels. We admit few students at these levels since admission is also subject to space being
available in the studio.
Students Progress Evaluation Procedure
It is the policy of Washington State University to admit all applicants if the total evidence
(academic records, test results, recommendations and/or interviews) indicate reasonable
probability of success and the facilities are available for them.
The university requires undergraduate students to maintain for continuation and graduation
at least a 2.00 cumulative grade point average. If they fall below this level for two
consecutive semesters, they are considered academically deficient and a student who is
deficient for two consecutive semesters is dismissed from the university.
Because of the competitive nature of architecture. pre-architecture students who have
academic problems have a minimal chance of getting certified at the second or third-year
level and, recognizing this, they usually transfer to another major. Those who are admitted to
the second or third-year program and are certified in architecture have above average
GPA's and usually have no serious academic problems thereafter. An average GPA is now
about 3.00 or more.
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4.2 Studio Culture Policy
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Studio Culture Polley
Washington State UnlversHy
The following represent attitudes, responsibilities and appropriate behavior that are
expected in design studio and labs at Washington State University, School of Architecture
and Construction Management. It is expected that all students will adhere to the
following in order to ensure the rights of all students.
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Please reference the attached policies regarding indoor
air quality
and
collegiality within the school. It is expected that students will respect the issues
that are discussed in these policies and implement them in their studies at WSU
and the school.
While students spend long hours in studio and labs it is important to be aware of
others and that conversations and comments towards others or about others
should not be offensive or derogatory. The university as well as the school does
not tolerate actions or language that is abusive. prejudicial or racially demeaning
to individuals or groups.
In the design studio use of any materials such as paint, adhesives or other
materials that produce any chemical off gassing must be used in the spray
booths in the fourth and fifth year studios. (See attached policy on Indoor Air
Quality)
It is understood that students spend many hours in design studio and labs. Music
is a means by which some students are able to work effectively. It is also a means
of irritation to others as ones person music is not enjoyed by all. As such, the
school requires that all students who wish to listen to music must do so through the
use of earphones only. This applies not only during studio time but also during
night and weekend work
Students are free to use pin up space at their desks for important information
related to courses. Also. personal information and or photographs may be
placed within each students work area. However, please be aware of the
content of such material. Faculty that observes material, which illustrates a
derogatory, sexual or demeaning content. will ask that the material be removed.
Through the normal production of studio projects a certain amount of waste
material will be generated. Please be aware of recycling bins located
throughout the building, and recycle all materials possible.
The custodial staff is responsible for the overall maintenance of the building.
However all students should work towards keeping their work area clean and free
from trash. Items such as food wrappers, pop cans etc. should be disposed of
promptly.
Consumption of any alcohol or possession of a controlled substance is expressly
forbidden within Carpenter Hall and the University.
Keep in mind that seminar rooms located adjacent to the studios are intended to
be places for group work and interaction. Avoid using these spaces for individual
work areas. It is very disruptive to faculty and other students who want to use
these spaces when there are individual student projects being produced in these
rooms.
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One of the important learning objectives of a university education is time
management. While architecture and construction management are time
intensive disciplines students need to learn to use their time effectively and
efficiently. Effective use of time and decision making during regular studio hours
will significantly reduce the need for "all nighters" and will ultimately yield better
work.
It is assumed that all students within the school are here for the pursuit of knowledge and
a desire to learn the profession of architecture and construction management.
Adherence to the above will facilitate overall access and opportunity for success in the
school.
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4.3 Course Descriptions
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ARCHITECTURE 101 - Graphic Communication
3 Credit Hours (6 studio hours), Required Studio Course, Fall Semester
DESCRIPTION:
This course is intended to increase a students' visual literacy by introducing different ways of seeing
the built environment in addition to learning basic graphic skills and principles.
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PREREQUISITES:
Math 103
INSTRUCTOR:
Miyasaka
OBJECTIVES:
By the end of the semester, students should be able to:
• master basic two- and three-dimensional graphic skills and model making skills
• comprehend basic design principles
• comprehend and employ basic design vocabulary
• identify many significant buildings
• dissect the layers of systems in a building
• identify various alternative career paths based on an architectural education
• present their work eloquently
CONTENTS:
Project 1
a: Definition of two squares - Axis; balance; symmetry and asymmetry; hierarchy; datum;
center/edge; repetition; rhythm; static/dynamic qualities of composition
b: Articulation of forming, and forming of articulation through drawing and paper-folding
c: Folded paper drawing
d: Design and construct a fruit container based on the folded paper assignment
Project 2
a: Make a set of three postcards that depict the Palouse landscape through one particular lens.
Project 3
a: Draw Canyon House: Site plan; Rrst, second and loft plans; East, south, west, and north
elevations; 3 sections
b: Make a model of Canyon House, Study Tour to Canyon House
Project 4
a: Volume study - With 12 CUBES AND 12 RODS, compose a 3" cube of figural solids and voids that
displays a hierarchy of organized volume .
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REQUIREMENTS AND INSTRUCTIONS:
• Weekly Lecture -- Students are required to attend a general lecture which will introduce
students to the fundamentals of architectural design. This lecture will be related directly and
indirectly to assignments given in studio sessions. There will be pop quizzes and weekly sketching
assignments.
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Studio Sessions -- The studio meets for a total of six contact hours per week. The assignments
require students to creatively apply the ideas presented in class. Design projects never have a
"right answer", so students will have to learn to think freely, independently.
Grading - The students will receive points after each assignment. Accumulated points are
translated into letter grades, which are issued after 6 weeks (mid-term) and at the end of the
course. The number of points for will increase as the semester goes on.
Attendance and Participation - There are zero unexcused absences allowed.
ARCHITECTURE 103 - VISUAL DESIGN
3 Credit Hours. Required Studio Course. Spring Semester
DESCRIPTION:
The intentions of this course are to introduce students to the elements of two- and threedimensional design and space-making; to introduce students to a systematic design process
utilizing analytical and intuitive thinking to solve design problems using both graphic (sketches,
drawings, models) and verbal language to express their ideas; to introduce students to the skills,
attitudes, and behavior required to become a practicing professional in the fields of design and
construction.
PREREQUISITES:
Arch 101 or equivalent
INSTRUCTOR:
Miyasaka
OBJECTIVES:
Students will be introduced to the skills and design knowledge listed below, but achievement will
depend on each individual student's ability and effort (see GRADING).
Design Knowledge: Ability to develop and work with an abstract design concept-to translate the
concept into three-dimensional space: Ability to organize a plan in a logical fashion, and to create
an interesting spatial sequence; Ability to create sectional space that is interesting to experience;
Ability to manipulate the basic design elements: lines, planes and volumes in order to create
spaces; Ability to identify and utilize basic structural systems (column and post and beam), plan
organizing systems (grid, free plan, heterogeneous plan). and promenade organizing systems
(linear, radial, etc).
Skills: Craft in free-hand and drafted pencil work - consistency, uniformity, sharpness, accuracy;
Ability to use elementary drafting tools - drafting board, T-square, 45/45 and 30/60 triangles,
architectural scale; Craft in laying out and drawing a presentation sheet with appropriate margins,
titles, architectural conventions and balanced composition; Craft in model-making; Ability to
accurately illustrate the layering and joining of construction elements
CONTENTS:
• Project 1
a: beauty (n.) ugly (adj.) - Text response, document objects through distance perception
b: Observation, sketch, scale, re-design utilitarian objects
• Project 2: Construction with Linear Elements
• Project 3 Construction using Planar Elements: Path, Shelter, Hearth
• Project 4: Design and construct a cardboard chair using linear and planar elements
• Project 5: Design using linear and planar elements in section - Live/Work Housing for a
Sculptor
Course time will be divided between critiques at the desk, pin-ups and lectures.
In this course, as in professional practice, being there and the intensity of effort will be reflected in
the rewards. The level of effort is generally equated with the level of development of skills. The
more you put into this course, the more you will get out of it. As in any course, attendance is critical
and will affect your ftnal grade. Active, positive participation in the studio during critiques, etc., can
have a positive effect on your final grade in this course.
LECTURE SERIES There will be six lectures this semester
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ARCHfTECTURE 202-THE BUILT ENVIRONEMNT
3 Credit Hours. Required Lecture Course, Spring Semester
DESCRIPTION:
Introduction to the influences that shape the built environment. be it they cultural. material or
artistic.
PREREQUISrTES:
None
INSTRUCTOR:
Rahmani
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OBJECTIVES:
The built environment is in many ways a reflection of how we. either as individuals or as a
collective, choose to define our values. Whether it is a gas station or a museum in the city, the
decisions that we make to build our settings ultimately come to represent the struggles and
aspirations that we choose to live by.The purpose of this course will be to s1udy the built
environment with on objective view. bringing reason to an otherwise seemingly inexplicable
world. Before too long we all inevitably will find ourselves involved in having to make a
decision about on intervention coming up in our neighborhood or city; here it is imperative
that one's voice is heard with measure and clarity. not hearsay and emotional baggage.
The course will be divided into four ports. each port taking up the cause of an environment
different from the one before it. The first port will focus on the rural environment. proposing
that the spirit of America has always resonated and continues to resonate less with urban
centers and more with open vistas and natural scenes. The second port will look at the
development of the city and how it has come to represent a synthetic expression between
economic, political and social concerns. The third port will address the emergence of the
suburb and the way this context hos come to dominate our sense of reality. Finally the course
will look at the current manner with which the world of the individual has reinvented how we
engage the latter three areas of study, rural. city and suburbs.
CONTENTS:
• Rural vs. Urban sensibility
• Urban patterns and principles
• Urban I Economic forces on design
• Suburban conditions
• Reasons tor suburban growth
• Suburban typologies
• Design principles that shape rural. urban and suburban buildings
• The influence of landscape in ameliorating exterior spaces
• The role of interior design in shaping the built environment
Course material is mode available through lectures. in-class demonstrations ,audio-visuals .assigned
readings and homework assignments. The course material con also be accessed online.
Grades are based on quizzes and four papers that work concurrently with the way the course is
segmented .The papers comprise I/2 of the course grade,the quizzes 1h with remaining 1/.. devoted
to in-class participation and attendance.
ARCHITECTURE 209 -- DESIGN THEORY I
3 Credit Hours, required lecture Course, Spring Semester
This course addresses NAAB criteria 1, 2, 3, 4, 5, 6, 11, 21
DESCRIPTION:
"To be modem is to live a life of paradox and contradiction ..." Marshall Berman: All that is Solid
Melts "The taste of the apple ... lies in the contact of the fruit with the palate ..." Jorge Luis Borges
When architects, artists, writers, hairdressers, anyone for that matter, create something, they are
in someway expressing a series of values, beliefs and ideas. The values may be pronounced and
articulated, or they may be submerged and revealed intuitively. In any event it can be said that
values establish the foundation for decision making in all that we do. As such, this course is
designed to help each student understand their own personal value system as it relates to
architecture and design. The method tor this understanding will be through the investigation of
what can be considered significant philosophical thought of the twentieth century. Hopefully,
through this investigation, each student will begin to internalize and express individual values,
which will become resources for architecture. Ultimately, it all comes down to the following, "in
order to express you need to know what you are thinking."
PREREQUISITES
Certification in Architecture
INSTRUCTORS:
Keane, Kessler
CONTENTS: COURSE STRUCTURE:
This course is divided into three parts. The first part will be an exploration into three theoretical
positions. These positions represent methods of viewing our cultural, technological and social
milieu. The second part will investigate how these positions become expressed in the language
of architecture and how specific architects utilize the language to express their ideas. The third
part of the course will be a series of discussions and seminars on how the theoretical positions
and language can be applied and utilized by students.
Part One: We will investigate the three theoretical positions of Phenomenology, Rationalism and
Post Structuralism. It will be important for students to be able to articulate the fundamental
principles of each position and the unique view that each has pertaining to the human, built
and natural environment. This segment of the course will conclude with a short paper. The class
win form groups of three students each to review and edit the papers as they develop.
Part Two: The second and main body of the course will investigate the elements of architecture
which constitute the language of design. One element will be discussed each week. During this
segment of the course students will be required to assemble a "panel" which graphically
represents one particular element and its relation to the three theoretical positions.
Part Three: In the third part of the course the class will be divided into small groups. Each group
will discuss the application of the material that has been discussed relative to the theoretical
positions. The intent of this part is to allow students the opportunity to discuss in an informal
format their beliefs and attitudes relative to the material that has been presented during the
semester.
REQUIREMENTS:
Class schedule contains lectures and reading assignments, students complete all reading
assignments prior to the related lecture. This course is a combination of lectures, reading
assignments and seminars. Attendance at all classes is mandatory. Grading: One 253 Paper;
Two 553 Panel; Part Three 10%Active Participation; 103 effort, growth. Text: Theorizing a New
Agenda for Architecture, Kate Nesbitt (Editor) Resources: Course folder on the School server containing all material handed out in class, all updates during the semester, additional reading,
and any important notices or information.
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Architecture 220 - History of Architecture and Urbanism I: Ancient to Medieval
3 Credit Hours, Required Lecture Course, Fall Semester
DESCRIPTION
This is the first course in the history of architecture and urbanism taught at WSU. We will attempt to cover a
great deal of time in one semester, moving from the earliest knows works of architecture created by
humankind up to the fourteenth century. We will follow a loosely chronological pattern from the Paleolithic
era through the medieval period, but as this is intended to be a world architectural survey - embracing
non-western architecture in addition to the western canon - we will also move thematically and across
cultures. Where relevant, connections will be made to developments in the present to help illuminate the
importance and relevance of learning architectural history. We will cover Hindu, Buddhist, Japanese,
western
of Mesopotamian,
Greek, Roman,
Early architecture
Christian, Byzantine,
Romanesque,
and
African,
Mesoamerican, Egyptian,
Native American,
and African
as well as
the traditional
Chinese,canon
Gothic architecture.
This is a lecture-oriented course, and much of the material for the quizzes, midterm, and the final will be
drawn from information presented in lecture. As such, it is expected that you attend lecture regularly. As
lecture available for pickup.
you enter the lecture hall, there will be a study guide of buildings, sites, and terms pertinent to that
particular
PREREQUISITES:
None
INSTRUCTOR:
Gruen
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·REQUIRED TEXTS
Spiro Kostof, A History of Architecture: Settings and Rituals, Second Edition (New York: Oxford University
Press, 1995)
Marilyn Stokstad, Art History, Revised Second Edition, Volume One (Upper Saddle River, New Jersey:
Pearson/Prentice-Hall Inc., 2005)*
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WRITING ASSIGNMENTS/EXERCISES
You will have two writing assignments during the semester. The writing assignments are take-home
assignments oriented around specific topics or themes. They will introduce you to the process of writing
history papers regarding the built environment and conducting research. Writing is an integral part of this
course, and Itake it seriously .
10 percent
GRADING BREAKDOWN Attendance and effort: Writing Assignments:
30 percent (total)
15 percent (total)
Quizzes:
20 percent
Midterm Exam:
25 percent
Final Exam:
NOTE
PLEASE
The midterm and the final will be drawn from the material covered in lecture, supplemented by
information from your texts. Attendance is also mandatory, and more than two unexcused absences will
affect your grade. You must complete every assignment in this class, and all assignments must be
completed and turned in before the final exam. Failure to complete any assignment (or exam) will result in
a failing grade for the course.
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ARCH 301 -ARCHITECTURAL DESIGN Ill
5 Credit Hours, Required Studio Course, Fall Semester
DESCRIPTION:
PREREQUISITES:
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Introduction of architectural design focused on environmental and social issues.
Certified Architecture major and Architecture 203
INSTRUCTORS:
Hermanson, Wyatt
OBJECTIVES:
The learning objectives for this course are achieved by exploring the relationship of architecture to
context and site, to selected materials used in the construction of a building, as well as to the
structural systems, lighting and environmental controls that are critical to the design of any building.
Learning to understand the climate and landscape within which a building is placed are important
to these explorations, as is a grasp of the movement patterns and spatial needs of the building's
occupants. Both natural and artificial means of heating, ventilating, air conditioning and lighting
are studied in overviews. This building component analysis is intended to bring practical focus to
the more theoretical pursuits of the student's design work. In addition to it, the social characteristics
that distinguish public buildings from private ones are assessed.
CONTENTS:
The architectural vehicles for these explorations are two medium-sized institutional building. One, a
neighborhood library of approximately 10, OCX> square feet, is located near the downtown of a small
rural community. In addition to the investigation of an innovative structural system for this building,
the extensive use of masonry as the primary structural and finish material is required; and day
lighting is also given particular attention. This project is part of a regional competition to which the
student works are submitted and for which awards are given. The other building is a performing arts
building of 12, OCX> square feet. It is located on a small private college campus. The primary
purpose of this building is to promote the study and performance of dance.
This studio introduces new concepts and skills; however, it also builds upon and reinforces the
content of previous course work including knowledge gained in history and theory. To pass the
course, a student must demonstrate at least a minimal level of competency in architectural design
and the application of professional skills - graphic, written and oral. Examples of libraries and
performing arts buildings as well as historical models for these building types are researched,
documented and discussed. Then the design of the respective buildings proceeds. Throughout the
semester, in seminar format, the instructor presents specific subject related to critical thinking,
creativity, and design as well as to the more practical issues of zoning ordinances and building
codes. The sixteen-week semester is organized in two parts. The initial eight weeks, which
represents 50% of the course and thus grade, ore devoted to the planning and design of the library
and the preparation of the competition drawings. The remaining eight weeks, representing the
remaining
50% ofcollege
the course
grade,strategies.
are focused on the design of the performing arts building
and its requisite
site and
planning
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ARCH 303 - ARCHITECTURAL DESIGN IV
5 Credit Hours, Required Studio Course, Spring Semester
DESCRIPTION:
Continuation of the study of architectural design emphasizing form as influenced by cultural,
spiritual and symbolic influences.
PREREQUISITES:
Certified Architecture major, Architecture 301 and currently enrolled in Architecture 309.
INSTRUCTORS:
LuarasL Miyasaka, Wyatt
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create an exterior and an interior environment to accommodate a collection of images and
events for which they act as the principal curator and exhibit designer.
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systems.
In addition,
the cultural importance
of theOnce
site and
history,have
as well
as theahistory
of the
building type
under consideration
is researched.
the its
students
created
well-defined
design proposal, technically precise assembly drawings and a written outline specification for the
materials represented in those drawings are produced. As part of this tectonic phase, the students
are also introduced to the fundamentals of building costs, life-cycle costs and construction
estimating. This in-depth, project specific, exploration is intended to bring a practical focus to the
more theoretical pursuits of the student's studio experience .
CONTENTS:
The studio participants investigate ways of architecturally enhancing the public realm in a relatively
dense urban setting. In order to do this they focuses on the design of. as well as the construction
documents for, a medium-sized institutional building: a fine arts museum of approximately 36,000
square feet located on a site in downtown Seattle. Further, the studio members are asked to
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OBJECTIVES:
The learning objectives for this course are achieved by exploring the relationship of a building to its
context and site and by selecting and detailing the materials that give that building substance and
meaning. The climate, geography and urban landscape within which the building is placed are
important considerations, as are the selection of appropriate structural orders, the choice of natural
and artificial lighting techniques and the specification of efficient passive and active environmental
Examples of recent museums as well as historical models for this building type are researched,
documented and discussed. Then the design strategies for inserting a museum into an urban fabric
are analyzed. Once the site and building design have been completed, the tectonic phase
begins. This phase is intended to provide the student with a better understanding of the practical
and technical requirements of getting a building built. Throughout the semester, in lectures, the
instructor presents specific topics both theoretic and construction related. Professional consultants
are also invited to make presentations on selected technical material. The sixteen-week semester is
organized in two continuous segments. The initial ten weeks, which represents 70% of the course
and thus grade, are devoted to the planning and design of the Museum. The remaining five
weeks, representing 30% of the course and grade, are focused on the construction documents, the
outline specification and a basic construction budget.
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ARCHITECTURE 309 - DESIGN THEORY II (Modem Architecture and Theory)
DESCRIPTION
This course will provide a grounding to the major architects, buildings, and theories of modernism precedents and ideas that still inform practice today. The theme of the "modern" in architecture
will run through the course, and we will explore (and question} this theme in its myriad
manifestations: stylistic, technological, material, ideological, political, and theoretical. To provide a
foundation for our understanding of the modem, we will begin in the nineteenth century; to track its
alleged decline, we will discuss and question the rise of architectural "postmodernism" in the 1960s
and 70s; to suggest its enduring power, we will examine some projects and architects in the early
twenty-first century, from "starchitecture" to sustainability.
The architects and ideas we will discover will not be examined in isolation - we will attempt to
understand the built and theoretical environment within its social, cultural, political, and economic
context. We will also examine building types, theories, media, and processes that foll outside the
canonical tenets of high-modernism, but which have nonetheless exerted a powerful influence on
the modem built environment. This includes mass production, suburban sprawl, tourism, exhibitions,
transportation systems, marketing practices, photography, shopping, the legacy of colonialism, and
utopian environments offering blueprints for alternative means of living. While the course will be
weighted towards developments in the western world, we will also explore the impact, adaptation,
or rejection of European modernist ideas in the non-western world.
PREREQUISITES:
Certification in Architecture, Arch 220, Arch 324
INSTRUCTOR:
Gruen
REQUIRED READINGS
William J.R. Curtis, Modem Architecture Since 1900 3d. Edition (London: Phaidon, 1995)
Diane Ghirardo, Architecture After Modernism (London: Thames
Hudson, 1996}
&
Ulrich Conrads, ed. Programs and Manifestoes on 20111_century Architecture (Cambridge, Mass.:
MIT Press, 1997}
Joan Ockman, Architecture Culture 1943-1968: A Documentary Anthology. (New York: Rizzoli,
1993}
Kate Nesbitt, ed. Theorizing a New Agenda for Architecture: An Anthology of Architectural
Theory 1965-1995 (New York: Princeton Architectural Press, 1996)
COURSE REQUIREMENTS
in lecture and the readings.
Exams: There will be two quizzes, one midterm, and a final exam testing information and ideas
discussed
Writing Assignments: There will two writing assignments, likely to require you to synthesize your
readings in Conrads, Ockman, and Nesbitt with the built environment. More detailed instructions
will be discussed at a later date.
GRADING BREAKDOWN
Quizzes:
15 percent (total}
Midterm:
20 percent
Writing Assignments: 30 percent (total)
Attendance/Prtcptn: 10 percent
Final Exam:
25 percent
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ARCHITECTURE 324 - History of Architecture and Urbanism II: Renaissance to mid- 19fh century
3 Credit Hours, Required Lecture Course, Spring Semester
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We will follow a loosely chronological pattern from the Renaissance up to the mid-nineteenth
century, but as this class is not limited to the western world (it will also embrace non-western
architecture) we will also move thematically and across cultures. We will cover Japanese, Chinese,
Mexico (Aztec), Inca. Mughal, Ottoman, and Spanish colonial architecture in the "New" World, as
well as the more traditional trajectory of Renaissance and Baroque architecture up to the age of
industry in Europe and America. We will also discuss architectural theory as it emerges in the
Renaissance and is questioned and probed during the Enlightenment.
This is a lecture-oriented course, and much of the material for the midterm and the final will be
drawn from information presented in lecture. As such, it is expected that students attend lecture
regularly.
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DESCRIPTION
This is the second course in the history of architecture and urbanism taught at WSU. It is expected
that students are certified architecture majors and will have already taken Architecture 220
(ancient to medieval). Chronologically, this course picks up more or less where Architecture 220
finished.
PREREQUISITES:
Certification in Architecture, Arch 220
INSTRUCTOR:
Gruen
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REQUIRED BOOKS
Barry Bergdoll, European Architecture: 1750-1890 (Oxford: Oxford University Press, 2000)
Francis D.K. Ching, Mark M. Jarzombek, and Vikramaditya Prakash, A Global History of Architecture
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{Hoboken, NJ: John Wiley and Sons, 2007)
Mark Gelemter, A History of American Architecture: Buildings in Their Cultural and Technological
Context (Hanover, New Hampshire: University of New England Press, 1999)
Marilyn Stokstad, Art History, Revised Second Edition, Volume Two {Upper Saddle River, New Jersey:
Pearson/Prentice-Hall Inc., 2005)
COURSE REQUIREMENTS
The midterms and the final will be drawn primarily from material covered in class, supplemented by
information in your texts. This is also a "writing for the major" {M] course, and therefore your success
on the writing assignments - especially the semester-long term paper - is crucial to your success in
the class. Attendance is also mandatory, and more than two unexcused absences will affect your
grade. All questions and concerns regarding attendance (missed classes, doctor's notes, etc.)
must be addressed to the teaching assistants.
GRADING BREAKDOWN
Attendance and effort:
Writing Assignments:
Quizzes:
Midterm Exam:
Final Exam:
10 percent
40 percent (total)
10 percent (total)
15 percent
25 percent
ARCHITECTURE 330--ARCHITECTURAL MATERIALS AND CONSTRUCTION I
DESCRIPTION:
Arch 330 is the first course in materials and construction. It deals with concrete, steel, masonry,
wood, building skin and roof systems. This course has been developed primarily for students
involved with building design and construction, who will one day be faced with real world
applications as well as professionol examinations on the topics presented.
PREREQUISITES:
Certification in Architecture or Construction Management
INSTRUCTOR:
Keane
OBJECTIVES:
Arch 330 is a survey course on materials and methods of construction. The principal intention is to
introduce a way of thinking which is critical and diagnostic in nature. While each material is
introduced beginning with its history, development and characteristics, the focus is on how
materials work together in systems, how they relate and react to each other in western, non
western and vernacular building practices where appropriate. Its aim is to develop an
understanding of the basic building materials and systems and will cover construction products and
processes, standard materials, good building practice, terminology and most importantly criteria for
making decisions on material and system selection. Each material and system is analyzed relative
to life time engineering, cost and sustainability while construction methods also review such issues
as safety during construction and strategies to control cost. Discussions will also include the legal
and ethical role of the architect.
CONTENTS:
• The construction industry
• Soils and excavation
• Foundations
• Concrete: Introduction, Formwork and reinforcing, Prestressing concrete, Site cost concrete
innovations, One-way systems, two-way systems, Long span in concrete, Pre cost concrete
• Metal/Steel: Frame concepts and systems, frame stabilization, frame connections, long span in
steel, floor/roof decking, fireproofing steel
• Masonry and Mortar: Brick Masonry, Concrete masonry, Stone Masonry, Masonry wall
construction concepts and details
• Wood: Wood/ lumber basics, wood materials and products, heavy timber construction, light
wood from construction- floor wall roof framing
• Exterior Skin Cladding
• Roofing: low slope, steep slope
• Sustainability
Students must complete all reading assignments prior to the related lecture. The structure of this
course is a combination of lectures and reading assignments. Attendance at all lectures is
mandatory. The following values will be given to the evaluation segments of the course: Quizzes
253, Exam # 1 253, Exam #2 253, Final Exam 253, Extra Credit max. 6.253
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ARCHITECTURE 351--ARCHITECTURAL STRUCTURES I
(Also taught in Summer Session)
DESCRIPTION:
Introduction to statics and mechanics; analysis and design of statically determinate architectural
structures using timber and steel systems.
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PREREQUISITES:
Certification in Architecture or Construction Management; Math 171 or 206; Physics l0l or 201 .
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INSTRUCTOR:
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Carper
OBJECTIVES:
This is the introductory course to a three-semester required sequence token by students in
Construction Management, and a series of five required courses for Architecture students. A sixth
and seventh course are available as electives for Architecture students. In this course the
foundation is laid: an appreciation for the relevant properties of structural materials and theories of
Emphasisforissimple
on architectural
applications,structure
so that the
students
willbasic
see objective
how the course
material
analysis
statically determinate
systems.
The
is that the
students
as
will be at least as interested in this material at the end of the course
they were at the outset .
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relates to the conceptualization and realization of architectural intentions.
CONTENTS:
• The purpose of a structure system
• Forces on architectural structures
• Structural materials: vocabulary and requirements
• Concept of equilibrium: requirements of a structural system
• Principles of mechanics
• Direct stress applications
• Moments and reactions
• Bending theory: shear and bending moments
• Properties of cross-sections
• Timber design: beams, columns and connections
• Lessons from forensic engineering: failures of timber structures
The course meets three times a week for a one-hour lecture (a total of 3 contact hours per week.)
Course material is made available through lectures, in-class demonstrations, audio-visuals, assigned
readings and homework assignments. The textbook: is supplemented by a prepackaged set of
photocopied materials. A weekly extra study session is available on the night before quizzes ore
given.
Grades are based on weekly quizzes and a comprehensive final exam. The quizzes comprise 2/3 of
the course grade, with the final exam contributing 1 /3. Quality of participation is also rewarded.
Architecture students are concurrently enrolled in a one-credit Structure Systems Studio, Arch 353.
Some of the lecture material is reinforced in the Studio, where the emphasis is on design
applications and systems integration.
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ARCHITECTURE 352 -- ARCHITECTURAL STRUCTURES II
(Also taught in Summer Session)
DESCRIPTION:
Introduction to statics and mechanics; analysis and design of statically determinate architectural
structures using timber and steel systems. Continuation of Arch 351.
PREREQUISITES:
Certification in Architecture or Construction Management; Successful completion of Arch 35 l.
INSTRUCTOR:
Carper
OBJECTIVES:
This is the second course in a three-semester required sequence taken by students in Construction
Management, and a series of five required courses for Architecture students. A sixth and seventh
course are available as electives for Architecture students. In this course, structural steel analysis
and design principles are presented.
CONTENTS:
• Introduction to structural steel
• Design of steel bending members
• Corrosion and Rre protection of structural steel
• Steel columns
• Steel connections
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Lessons from forensic engineering: failures of steel structures
The course meets three times a week for a one-hour lecture {a total of 3 contact hours per week.)
readings and homework assignments. The textbook is supplemented by a prepackaged set of
photocopied materials. A weekly extra study session is available on the night before quizzes are
given.
Grades are based on weekly quizzes and a comprehensive final exam. The quizzes comprise 2/3 of
the course grade, with the final exam contributing l/3. Quality of participation is also rewarded.
Architecture students are concurrently enrolled in a one-credit Structure Systems Studio, Arch 354.
Some of the lecture material is reinforced in the Studio, where the emphasis is on design
applications and systems integration.
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ARCHITECTURE 353 -- STRUCTURES STUDIO I
l Credit Hour, Required Studio, Fall Semester
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DESCRIPTION:
Design principles of architectural structures systems; available systems for spanning and enclosing
architectural space.
PREREQUISITES:
Certification in Architecture or Construction Management; Concurrent enrollment in Arch 351 .
INSTRUCTOR:
Carper
OBJECTIVES:
This is the first of two semester-long studios on Structure Systems. The purpose of this studio is to
Architectural Structures
courses (bending
theory, direct
stresses,
elastic
architectural
design applications
of the principles
presented
in Arch
351and
andinelastic
352, theexplore
introductory
response.) The primary content is an overview of systems available for spanning and enclosing
architectural space. Emphasis is on understanding the behavior of whole systems, testing such
concepts as stability through modeling. Integration of structure system with other architectural
systems is studied through examples and research assignments. An overriding objective is that the
students will discover that selecting and detailing the appropriate structural system is on art-part of
the creative process-not merely a mundane analytical science. It is hoped that exposure to
examples of creative applications will provide motivation for mastering the relevant technical
concepts.
CONTENTS:
• Concept of structural synergy
• Overview of families of structure systems
• Use of scale models for qualitative and quantitative structural analysis
• Checklist for structural system selection: a format for research
• Form-active systems: cables, tents, pneumatics and arches
• Vector-active systems: plane trusses, space trusses and curved trusses
• Bulk-active systems: beams and beam grids, plates and slabs, rigid frames, Vierendeel frames
• Surface-active systems: folded plates, thin shells of single and double curvature
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The course meets once a week for a two-hour presentation/discussion. There are two sections, so
that the enrollment per section is reduced to about 25 students. Course material is made available
through lectures, in-class demonstrations and discussions, audio-visuals, assigned research and
modeling assignments. The textbook is supplemented by a prepackaged set of photocopied
materials and references placed on reserve in the library.
Grades are based on a notebook:. assigned systems research papers, models, quizzes and quality
of attendance.
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ARCHITECTURE 354 -- STRUCTURES STUDIO II
l Credit Hour, Required Studio, Spring Semester
DESCRIPTION:
Design principles of architectural structures systems; available systems for spanning and enclosing
architectural space. Continuation of Arch 353.
PREREQUISITES:
Certification in Architecture or Constr. Mgmt.; Arch 353; Concurrent enrollment in Arch 352.
INSTRUCTOR:
Carper
OBJECTIVES:
This is the second of two semester-long studios on Structure Systems. The purpose of this studio is to
explore architectural design applications of the principles presented in Arch 351 and 352, the
introductory Architectural Structures courses (bending theory, direct stresses, elastic and inelastic
response.) The primary content is an overview of systems available for spanning and enclosing
architectural space. Emphasis is on understanding the behavior of whole systems, testing such
concepts as stability through modeling. Integration of structure system with other architectural
systems is studied through examples and research assignments. An overriding objective is that the
students will discover that selecting and detailing the appropriate structural system is an art-part of
the creative process-not merely a mundane analytical science. It is hoped that exposure to
examples of creative applications will provide motivation for mastering the relevant technical
concepts.
CONTENTS:
• Concept of structural synergy
• Overview of families of structure systems
• Use of scale models for qualitative and quantitative structural analysis
• Checklist for structural system selection: a format for research
• Form-active systems: cables, tents, pneumatics and arches
• Vector-active systems: plane truss, space truss and curved truss
• Bulk-active systems: beams and beam grids, plates and slabs, rigid frames, Vierendeel frames
• Surface-active systems: folded plates, thin shells of single and double curvature
The course meets once a week for a two-hour presentation/discussion. There are two sections, so
that the enrollment per section is reduced to about 25 students. Course material is made available
through lectures, in-class demonstrations and discussions, audio-visuals, assigned research and
modeling assignments. The textbook is supplemented by a prepackaged set of photocopied
materials and references placed on reserve in the library.
Grades are based on a notebook, assigned systems research papers, models, homework, quizzes
and quality of attendance.
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ARCHITECTURE 401 - - ARCHITECTURAL DESIGN V
5 Credit Hours. Required Studio Course, Fall Semester (Pullman Studio)
DESCRIPTION:
Advanced architectural design in the context of the city.
PREREQUISITES:
Successful completion of Arch 303 and Arch 309
INSTRUCTORS:
Ascher Barnstone, Hermanson & Kazimee
OBJECTIVES:
The design studio will emphasize complex architectural problems of between 70,000 and 100,000
square feet in an urban context. The studio will focus on the meaning of urbanity, ways to analyze
urban conditions, and strategies for resolving structural and architectonic aspects of the design.
Each studio will examine theoretical, contextual, cultural, environmental and aesthetic issues.
Students should become competent in dealing with large-scale commercial, cultural and
institutional buildings.
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5.
6.
Develop techniques and skills to analyze and write a program for specific functional,
environmental and behavioral criteria.
Develop the ability to integrate technology in the spatial development of architecture.
Develop an understanding for mechanical and acoustical systems as integral parts of design
(with special attention to vertical transportation for tall buildings).
Develop the ability to design a comprehensive structural system as an integral part of design
using complex ordering methods.
Incorporate details, material choice, and finishes, as an integral part of design.
Develop the ability to work with innovative architectural presentation techniques utilizing any
number of available media including the computer, pencil, ink, paints, pastels, and more, for
two-dimensional representation and basswood, museum board, metal, plastic, and more for
models.
Depending on the project complexity and scale, students will work on one or two projects during
the semester. Exercises in site/context analysis, program analysis and precedent analysis will be
conducted at the start of the project. This work will require field trips, site visits and/or library
research. Careful and systematic evaluation of class work will be done throughout the semester.
All three fourth-year faculty members will work together to evaluate the design work of each of the
three sections. Prompt, complete and on time submissions of the required work is essential to
receiving a passing grade (please no incomplete or late work). Students are also expected to be
present in the studio at all times during the class hours and to use the class hours to work on the
design assignment. Active and effective participation/interaction in the class dialogues and
critical discussions will generate a positive learning environment that will help facilitate progress and
development.
In case of a family emergency or illness that may prevent the student from attending class the
student must present a valid excuse (from a doctor in case of illness) for not being able to attend.
Unexcused class absences will be penalized substantially. In addition students are required to read
the School of Architecture and WSU Policy Statement-2002 (Student Manual) and comply with all
the criteria and appropriate behavioral codes for the design studio as outlined in the manual.
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ARCHITECTURE 403--ARCHITECTURAL DESIGN V
5 Credit Hours, Required Design Studio, Spring Semester
DESCRIPTION:
design
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Senior studio focused on the design of an urban building with focus on architectural and urban
PREREQUISITES:
Architecture 401
INSTRUCTOR:
Mutin
OBJECTIVES:
The design for the building in the city (Seattle, Chicago, New York etc ...} will attempt to provide
facilities focused on several activities of daily interest: business, creative arts, (design, arts, theater
and architecture} commercial and residential. The project is intended to be the future magnet
aimed to attract and inspire people, providing for them a place in which to work, live, congregate,
visit to learn and enjoy.
The basic objective is that the students will understand programmatic complexities of an urban
building and will be able to apply this ability into a comprehensive building design.
CONTENTS:
• define the quality of the building as an important focal point in the urban fabric and an
attractive setting for the surrounding buildings
• relate on a monumental scale a significant building wall to an urban space.
• create an urban architecture, one in which its programs, form, and spaces, enrich the
character and experience of urban life while supporting the essential unity of building and
place, architecture and the city.
• establish need and place for public amenities
• development of the building within the framework of its urban setting, realizing the role major
building programs can have as pivots of urban change, altering and giving shape to the fabric
of the city and enriching the experience of civic life
• explore formal imagery and the organization of principle building elements, structure, exterior
wall, and building systems in support of the architectural content.
The studio meets three times a week for a three and four-hour sessions {a total of 10 contact hours
per week.} Studio is taught one on one with periodic lectures, audio-visuals, assigned readings,
class discussions and all important class reviews. The aim of the studio is the design of an defined
by the given program and understood thru case studies urban project.
Required drawings are: Location plan, Site plan scale of the context model, all plans ,all elevations
representative sections, three renderings minimum, interior and exterior, model to fit in the site,
same scale as the site. building model
Grades are based on the progress of work, quality of case studies, final design of the project and
personal growth. Quality of participation is also rewarded.
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5 Credit Hours, Required Course Spokane, Spring semester
DESCRIPTION
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ARCH 403 - Urban Morphological Archecologles (u.m.a.) Design Studio
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In the film "The Bicycle Thief" (1972) the acclaimed Italian director Vittorio De Sica's offers an
unflinching social critique of working class conditions in Rome after WWII. It depicts a back-wond
life behind opulent facades, a network of well used though unadorned inner city alleys, blackmarkets, one room tenements, charity houses, and dreary modern public housing projects on the
outskirts of the city. The film remains a poignant reminder of problems that plague contemporary
cities. Today, globalization threatens to exacerbate rather than correct this urban dichotomy
(Sassen, 2001. Castells, 1993). Street life filmed by a local Spokane cabbie ("untitled," Wallace
Cambell, 1940c, MAC Archive), suggests that Spokane once blurred the lines of such binary
oppositions. Now, in Spokane's surface parking lots one sees and hears only shadows and echoes
of this. Limited availability of low-middle income inner city housing contributes to a lack of social
diversity. Many are homeless. Washington State regional growth projections for Spokane call for
more low income housing options (City of Spokane, 2006) .
Design Investigation alms, materials, methods and theoretical premises
This community based design study asks, how might an urban architectural design investigation
help identify, trace, and mediate the intersection of local and global conditions and forces to
benefit public health, safety, welfare and quality of city life? This study examines urban morphology
and architectural ecology as they intersect with local and global live-work-play uses and
performance requirements in neighborhoods along the Sprague St corridor in the Spokane
metropolitan area. The specific focus is on how low-middle income mixed use urban designs can
contribute to living a dignified life in the local-global street. The directed indeterminacies of social
space and urban village life have specific implications for how architecture frames the network of
public, semi public and domestic spaces where social life unfolds (Lefebvre, 1974, 1991; Jacobs,
1961, Herztberger, 1991). Advances in the understanding of traditional urban design techniques visa-vis the forces of globalization and new information communication technology (ICT) call
attention to new hybrid forms of urban organization, domesticity, artificial ecology infrastructures
and landscapes (Easterling, 1999, Bullivant, 2006), as well as indeterminately "distributed
workplace" networks (Duffy, 1998; Kishimoto, 2006). In all of this one sees that local and globally
scaled urban field conditions (Allen, 1999) and design operations (Corner, 1998; Bullivant, 2005)
exhibit 'reciprocal topologies' that can be traced and socially mediated in the design of
architectural works. Moving from the square foot scale to that of the city block, to the square mile
and then the Spokane-Valley City-Liberty Lake-Coeur d'Alene metropolitan area, the emphasis is
on the development of urban morphological archecology design prototypes for a network of
socially oriented live-work-play hybrids along the Spraque St. corridor.
REQUIREMENTS:
Predesign; Schematic design; Study Tour; Design Dev; Final Design Documentation, monograph, &
Exhibition. Reference materials: Direct observations; Workshops; on GIS, on Algorithmic
Composition (AC) in Architecture, on AC in Music, on Live-work Loft Housing, on City of Spokane
planning, with c
Planning, Reading materials; City Reader, ed., Stout 2003; Broadbent, Emerging Concepts in Urban
Space Design, 1990; A+U, and EL Croquis. Films: "The Bicycle Thief," 1972, De Sica; "Rear
Window," 1954, Hitchcock; "Playtime" 1967, Tati; "An Inconvenient Truth," 2006.
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Selection of the book and outline of the paper: Mon. Sept. 25th
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Draft of the paper due: Mon. Od. 3()st
Final paper due: Mon. Dec. 11
Closs Presentations: During the class presentation. each presenter shall prepare and distribute g
summary of background materials for their presentation (approx. 200 - 300 words in length in
addition to illustrations). It is further recommended that the student(s) prepare appropriate visual
aids (slides. overhead. power-point. etc.) to supplement their presentation. The presentations will
be limited to 15 minutes per person/20 minutes per group.
Evaluation: The student presentation and paper will be evaluated based upon the following
criteria.
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Style and correctness of writing.
Content: comprehensive exploration of issues.
Clarity of communication: information and concepts.
Depth of interpretation analysis and applications.
Quality of oral presentation skills, including organization, effective use of time and visual
aids, etc.
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Conclusions and a personal reflections.
Examination: There will be at least one exam given on class lectures and reading materials during
the semester.
GRADING
&am
Final
203
Paper
403
Class
Presentations
203
Lecture
Summaries
203
includes Class Attendance and Participation
TOTAL
1003
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ARCHITECTURE 409 - - ARCHITECTURAL DESIGN THEORY Ill (Pullman)
3 Credit Hours, required Lecture Course, Fall Semester (Pullman)
DESCRIPTION:
Housing and Urban Theory .
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PREREQUISITES:
Certification in Architecture, successful completion of Arch 303 and Arch 309
INSTRUCTOR:
Kazimee (Pullman)
OBJECTIVES
Arch 409 will explore critical topics relating to housing from a national and international
perspective.
This course
will address
challenging
issues impacting
the
design, availability
and affordability
of the
housing.
It will societal
advanceand
theglobal
understanding
of design
principles and theoretical concerns of identity, privacy, socio-cultural and environmental factors in
the design and development of residential communities. The objective is to provide a theoretical
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foundation
in architecture
andand
urban
design
for projects
in the
architecture
studio. critical
To balance
the
studio's emphasis
on design
graphic
thinking,
Arch 409
will
focus on reading,
thinking,
written and oral presentation. This course will include presentations by faculty and invited guests,
along with reading, self-directed research and class presentations by students.
COURSE REQUIREMENT AND INSTRUCTIONS
The course is structured into two components:
faculty Presentaflons: This component of the course will encompass a series of lectures on housing
and urban development by faculty and invited guests. The reading materials related to the lecture
topics will be made available to you during the lectures and you are required to read and write a
one page summery of the reading materials and lectures The length of the summary shall be 300 400 words in addition to illustrations (feedback and evaluation will be given on each class
summary). A brief synopsis of each lecture and submission dates for summaries are included at the
end of this handout.
Student Assignments: Each student shall select and purchase a book to read and use as a vehicle
to generate their final paper and oral presentation for this course. This will assist you in building your
architectural library. The book selected should address the past, current or future housing issues
especially as they relate to the urban context. Select a title from the list provided with this handout,
or present another book to the faculty for approval.
Reading: The book reading assignment may be an individual or a group project, but no more than
three persons may use the same book in a group. In case of group reading, they may do a team
presentation to the class. However, all students are required to submit individual papers covering
different aspects of the reading. The subject matter of the paper must be substantial and should
focus on the critical discourses prevailing to urban design and housing. The quality and content of
the writing must achieve acceptable standard in order to be accepted, !you are encouraged to
seek writing help through WSU Writing & Tutoring Service at CUE, Room 303, or on line help at
OWL.WSU.Edu). The paper shall be 4 to 5 pages (approx. 2000 words in length) 10-point, spaced at
l l/2. Illustrations are in addition to the 4 pages minimum. During the semester you are required to
submit an outline and draft of the oaoer for review and feedback before the final submission of
your paper. The due dates for paper draft and final submissions are as follows:
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ARCHITECTURE 432 - Environmental Controls I
DESCRIPTION:
Environmental Controls is the study of how buildings respond to climate. The goal of building
systems design and construction is to create a functioning, reliable and comfortable space human comfort is a subject that we will be revisiting many times throughout this two-course ECS
sequence. The first half of the course, ECS-1, looks at smaller buildings and how they might be built
to effectively and responsibly respond to a given climate. The second half of the course ECS-11
looks at larger buildings and how they might be designed to maximize comfort and control and
how they can be designed to use resources as wisely as possible.
PREREQUISITES:
INSTRUCTOR:
Toytor
OBJECTIVES:
By the end of ECS-1, each student should have a working knowledge of how smaller buildings
respond to climate and how mechanical, electrical, lighting, water and waste systems can be
integrated.
It is hoped that our class will not be limited to the creation of comfort in buildings, but to go a step
further, and seek out delight in buildings. Rather than thinking of buildings and spaces in purely
spatially perceptive terms, the study of ECS asks designers and builders to think with the other senses.
Temperature, humidity, air movement, acoustics and light quality (even smell!) are very real
measures of comfort in a space. Our class is focused on how these empirical quantities can be
used to help create comfortable spaces and sensually pleasing places to be.
CONTENTS:
The course is roughly divided into four parts:
• Design guidelines for climate response and sustainability
• Building systems calculations and envelope design
• Passive and active systems with on emphasis on sustainability
• Building systems design and integration
All classes are mandatory; attendance is required at all class meetings. Work should be completed
on time and submitted in a professional manner. Feedback is in three forms: quizzes 203,
homework assignments 403 and group projects 403. No exams will be given.
The homework and projects require good writing skills and clear presentation styte. Everything that
you submit in our class should be done in a professional manner. Unclear, incomplete or "sloppy"
work will be heavily penalized; clear, complete and neat (professional) work will be significantly
rewarded. Projects will be done in self-selected groups of three or four. All projects will hove
aspects pertaining to both architecture and construction management, so it is strongly
encouraged that your team be mode up of both disciplines. Construction managers and
architects work closely on projects in the industry - understanding this relationship is part of the
motivation behind the group projects.
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Textbook: Mechanical and Electrical Equipment for Buildings, by Reynolds and Stein,
J()1h
edition
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ARCHITECTURE 433 - Environmental Controls II
DESCRIPTION:
ECS-2 looks at larger "load dominated" buildings. The building systems approach changes
drastically. The process gets even more complicated when a building grows vertically. Multi-story
buildings have system design constraints that strongly influence space layout and building
construction. The course will look at how codes and regulations affect design and how to make
systems that not only meet code, but exceed code and performance standards.
PREREQUISITES:
Certification in Architecture or Construction Management, ECS I
INSTRUCTOR:
Taylor
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CONTENTS:
• Part I: Introduction to Load Dominated Buildings - What systems need to go into a building
and
do they
go?
Part where
II: Energy
Predictions
and Design Case Studies - How do we know how much "service"
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our building will need?
Part Ill: Lighting Design - How do we blend daylight and electric light into a space?
• Part Ill: The Big Divisions: 14,15 and 16 - What do typical mechanical, electrical, controls
and transportation systems look like?
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OBJECTIVES:
The principal concept in ECS II is human comfort. The systems that help to ensure comfort in larger
buildings are much more complex than those for smaller buildings. The course will cover specific
systems for heating and cooling, lighting, water and waste, fire protection and conveyance, but
more importantly, we will examine how these systems are integrated into buildings. How these
systems come together to form a complete, functional, efficient environment control system is the
prevailing focus of this course.
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Part V: Systems Integration: High-performance Buildings - Who does it right? And ... what
REQUIREMENTS
ANO
INSTRUCTIONS:
did they do?
How
can I do that?
All classes are mandatory. Work should be completed on time and submitted in a professional
manner. Homework and quizzes will introduce concepts and knowledge. The project will put that
knowledge into practice. The course focuses on building design and construction and how to
make "ECS" factor into each step of the process. The project will echo this teaching approach.
We will design systems for a building from the early conceptual stage all the way through design
development. Sustainable design will be our focus. Projects will be done in self-selected groups of
three or four. All projects will have aspects pertaining to both architecture and construction
management, so it is strongly encouraged that your team be made up of both disciplines .
Construction managers and architects work closely on projects in the industry - understanding this
relationship is part of the motivation behind the group projects. The homework and projects require
good writing skills and clear presentation style. Everything that you submit in our class should be
done in a professional manner. Unclear, incomplete or "sloppy" work will be heavily penalized;
clear, complete and neat (professional) work will be significantly rewarded.
Grading: Quizzes 203, Homework 303, team projects 503 The following table breaks down the
grading into its parts.
Textbook Mechanical and Electrical Equipment for Buildings, by Reynolds and Stein, 1Qlh edition
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ARCH 472 - CODES AND COMMUNICATIONS
3 credit hours, Required Lecture Course, Fall Semester
DESCRIPTION:
Studying the 2006 International Building Code and supporting documents as a means to provide
designers understanding of minimum requirements to safeguard the public health, safety and
general welfare.
INSTRUCTOR:
Burnett
CONTENTS:
Building codes provide the minimum requirements for safe design and construction. It is fortunate
that in the United States designers, engineers, code enforcement officials, industry organizations
and government bodies all have input in writing building codes. Building codes are not dictated by
a government agency. They are written by private, non-profit model code organizations. We study
the 2006 IBC as it relates to the design process and practical issues as it relates to plan review. The
ICC (publisher of the IBC) addresses national issues that affect local building officials, and is
responsible for a host of other international model codes. Our focus is code theory and practical
use as it relates to the practice of professional design.
We operate in a lecture mode between two TV class rooms; one in Spokane and one in Pullman.
The lectures focus on topics within the 2006 International Building Code and supporting documents
as a means to provide designers a sense of how to understand the code application process by
first reviewing each major chapter, then applying them in several design scenarios. Actual building
projects are studied in context, along with varying pion review interpretations. Guest lecturers cover
specialized topics, such as sprinklers, and city building departments.
We have a daily, closed reference quiz question on assigned code book reading and
commentary. The supplemental reading and commentary is provided via the web based
blackboard system, which also collects daily assignments. The concepts build. First we look at
occupancy (chapter 3), followed by basic heights and areas (chapter 5; the building envelope),
on to types of construction {chapter 6), and so on. We also address existing buildings {chapter 34 &
the IEBC) in applying code concepts.
We have several invited lectures, which include local building code officials from Spokane and
Pullman, the chief Spokane Building Rre Prevention engineer, WSU Code Compliance and Quality
Control Officer, and primary U.S. Director of Education from the Fire Sprinkler Association.
Open reference tests are short answer and multiple choice requiring "look ups" to provide code
references as to the source of the correct answer. The student has to know "where in code, the
answer is found" as well as the logical sequence of references that may lead to specific or multiple
"right answers" and interpretations. The student needs to know their "way around the code book"
and how to extract specific data.
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Third Review Present revised diagrams, images, and models. Include more developed model and
drawings at min. 1/32 scale {plans, sections, elevations, and 30) of your design ..... See final
exam requirements for more specific requirements. Hove your committee members present at
this review.
Fourth Review Present revised design at min. 1/16 scale. Include all parts of your presentation:
diagrams, images, models, text, and drawings. It's very important to be complete as this is the
last review before you begin final exam drawings and models. Have your graduate committee
present at this review.
Arch. 511 Final Exam The exam is composed of two parts:
1. . Graphic presentation includes drawings, images, supplemental text, and model of your
design solution.
2. Oral presentation includes explanation and defense of graduate project intentions. Your
committee will ask questions to determine how much you know about your graduate topic.
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Graphic presentation should be complete and in final draft form - model can be made of chip
board and drawings can be hard-line on trace. Both must be at the scale and accuracy of
presentation quality drawings and models (which are due during the fall semester in Arch. 513). See
attached minimum requirements for list of required drawings, models, and diagrams .
You are responsible for having your committee members in attendance. They all hove to be there.
ARCHITECTURE 511- - GRADUATE DESIGN PROJECT
6 Credit Hours, Required Studio Course, Spring Semesters
DESCRIPTION:
Final graduate design studios focusing on individualized topics.
PREQUISITE:
Arch 403
INSTRUCTOR:
Hirzel (Coordinator), Mutin, Ascher-Bamstorn, Rahmani
OBJECTIVES:
To provide an experience that will challenge your patience, imagination, and confidence.
To provide an opportunity to expose your creative impulses, your center self ...... find a way to
make architecture and landscape that will give people joy and hopefulness about being in the
world. To reveal how it feels to resolve the forces of beauty, technology, context, and use......how
this process might be lubricated with skill and passion.
CONTENTS:
To place Arch. 511 in context, Isee the past semester in Arch. 515 as beginning the quest - research
and definition of an architectural problem that you believe needs fixing. Arch. 511 is seen as the
"building/site design semester" where you focus on applying your research to a building solution
that improves on the existing negative conditions you have identified. Arch. 513 next fall is the
"publication/presentation semester", where you produce final drawings, models, and diagrams,
complete your manuscript, and design a presentation for a more public venue than your design
committee .... This may take the form of a public exhibition, media event, workshop, seminar,
video, "take it on the road", etc. that communicates your expertise in your particular topic. The
idea here is that you will be producing a media event that is relevant to a public - people beyond
the walls of Carpenter ...i.e. school boards, other architecture schools, the AIA, commercial
developer, manufacturers, etc.... your work will need to be formatted in such a way as it will be
easily accessible to this new audience. A critical part of this endeavor will be finding the
appropriate context and audience to present your particular topic.
Rrst review Provide in a unified presentation format:
1 . Presentation quality vicinity model with context.
2. Base drawings (section/elevation and plan) at 1/16 scale showing adjacent buildings, contours,
trees, lights, sidewalks, streets, etc. Presentation quality with line weights, etc.
3. Vicinity map showing larger context with site located.
4. Site photos and location of where photos where taken.
5. Boards that succinctly illustrate what needs to be fixed (the problem), what you looked at as a
source for fixing what needs to be fixed (precedents), and how you plan to fix it - what are the
rules you will use to fix it? {your method!.
Second review Five day charette "rock and roll" to get the juices flowing ......
1. Create multiple abstract study models (at scale of your vicinity model).
2. Provide diagrams and images that explain your design intentions and rationale regarding how
you have responded to your rules.
3. Included how structure, materials, construction systems, functional organization (rooms and
circulation), relationship to context (earth, sky, street, etc), and composition (articulation of
parts, scale and proportion, and degree of spatial complexity/richness) support your design
solution.
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ARCHITECTURE 511 - - GRADUATE DESIGN PROJECT (Spokane)
DESCRIPTION:
In this studio M Arch students work primarily with the studio instructor, and also with the students M
Arch committee, to build on research into a design topic documented by each student in a
predesign monograph. The predesign monograph is developed the prior semester in ARCH 515
Research Methods and Programming also in consultation with the students M Arch Thesis
committee .
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PREREQUISITES:
Graduate standing, completion of arch 515
INSTRUCTOR:
Abell (Spokane)
OBJECTIVES:
Emphasis in the 511 Studio is on architectural design as a form of scholarly creative research to
satisfy qualitative and quantitative programmatic goals and performance requirements for design.
CONTENTS:
Critical design modeling and simulation serve as vehicles of design speculation, experimentation,
thought and experience. Design activity is undertaken as a form of practice and a form of praxis.
Practice based experimentation emphasizes direct material experimentation and insights drawn
from this. Praxis emphasizes the reciprocal material and theoretical dimensions of the design
investigation, and critical insights drawn from this relationship. Praxis and critical practice are terms
that indicate an investigative and experimental approach to design that begins by asking
fundamental questions about the conditions of the design problem at hand, the social, cultural,
technological and historical- theoretical conditions of the problem. While critical practice and
conventional practice may share a similar object of investigation (the building), there are
differences in the way the object is investigated and problemetized. Emphasis in the M Arch design
studio is on inventive material techniques, instrumental design strategies, significant building design
practices, substantive historical-theoretical design precedents, and the skillful elucidation and
communication of they intersect.
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AND INSTRUCTIONS:
REQUIREMENTS
Studio Design Research Stages and Requirements
Preliminary Design & Critical Simulation Investigations: Experimental investigation (2-d, 3-d, 4-d),
generative diagrammatic modeling strategies, organizational patterns, behavioral systems,
conceptual performance, instrumental creative practices and methods.
Schematic Design & Critical Simulation Investigations: Tectonic investigation of formal architectonic
strategies based on the major programmatic issues, activities and occupancies, - specific material
technologies, strategies for integrating structure, envelope, circulation, massing, site.
Design Development & Critical Simulation Investigations, Final Schematic Design Studies
Presentation: Refinement of major tectonic elements and strategies.
Netherlands Travel Study Tour. Amsterdam, Rotterdam, Utrecht, Hilversum, Middleburg, Delft.
Selected Reference Materials; WSU School of Architecture "Guidelines and Areas of Emphasis for
the M Arch Project." Diadolos 71, "Design Strategies," 1999. Predesign Monographs (previous years)
Third Review Present revised diagrams, images, and models. Include more developed model and
drawings at min. l/32 scale (plans, sections, elevations, and 3D} of your design ..... See final
exam requirements for more specific requirements. Have your committee members present at
this review.
Fourth Review Present revised design at min. l/16 scale. Include all parts of your presentation:
diagrams. images, models, text, and drawings. It's very important to be complete as this is the
last review before you begin final exam drawings and models. Have your graduate committee
present at this review.
Arch. 511 Final Exam The exam is composed of two parts:
l. Graphic presentation includes drawings, images, supplemental text, and model of your design
solution.
2. Oral presentation includes explanation and defense of graduate project intentions. Your
committee will ask questions to determine how much you know about your graduate topic.
Graphic presentation should be complete and in final draft form - model can be made of chip
board and drawings can be hard-line on trace. Both must be at the scale and accuracy of
presentation quality drawings and models (which are due during the fall semester in Arch. 513). See
attached minimum requirements for list of required drawings. models. and diagrams.
You are responsible for having your committee members in attendance. They all have to be there.
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ARCHITECTURE 513- - GRADUATE DESIGN PROJECT
6 Credit Hours, Required Studio Course, Fall Semester
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DESCRIPTION:
Anal graduate design studios focusing on individualized topics .
PREQUISITE:
Arch 51 l
INSTRUCTOR:
Hirzel (Coordinator), Mutin, Ascher-Barnstom, Rahmani
OBJECTIVES:
To provide an experience that will challenge your patience, imagination, and confidence.
To provide an opportunity to expose your creative impulses, your center self ...... find a way to
make architecture and landscape that will give people joy and hopefulness about being in the
wor1d. To reveal how it feels to resolve the forces of beauty, technology, context, and use......how
this process might be lubricated with skill and passion.
CONTENTS:
and definition of an architectural problem that you believe needs fixing. Arch. 51 l is seen as the
To place Arch. 511 in context, Isee the past semester in Arch. 515 as beginning the quest- research
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"building/site design semester" where you focus on applying your research to a building solution
that improves on the existing negative conditions you hove identified. Arch. 513 next fall is the
complete your manuscript. and design a presentation for a more public venue than your design
"publication/presentation semester", where you produce final drawings, models, and diagrams,
committee .... This may take the form of a public exhibition, media event. workshop, seminar,
video. "take it on the road", etc. that communicates your expertise in your particular topic. The
idea here is that you will be producing a media event that is relevant to a public - people beyond
the walls of Carpenter ...i.e. school boards. other architecture schools. the AIA. commercial
developer, manufacturers, etc.... your work will need to be formatted in such a way as it will be
easily accessible to this new audience. A critical part of this endeavor will be finding the
appropriate context and audience to present your particular topic.
Rrst
review Provide
a unified presentation format:
REQUIREMENTS
AND in
INSTRUCTIONS:
l. Presentation quality vicinity model with context.
2. Bose drawings (section/elevation and plan) at l/l 6 scale showing adjacent buildings, contours,
trees, lights, sidewalks, streets, etc. Presentation quality with line weights, etc.
3. Vicinity map showing larger context with site located.
4. Site photos and location of where photos where taken.
5. Boards that succinctly illustrate what needs to be fixed (the problem), what you looked at as a
source for fixing what needs to be fixed (precedents), and how you pion to fix it -what are the
rules you will use to fix it? (your method).
Second review Five day charette "rock and roll" to get the juices flowing......
l. Create multiple abstract study models {at scale of your vicinity model).
2. Provide diagrams and images that explain your design intentions and rationale regarding how
you have responded to your rules.
3. Included how structure, materials, construction systems, functional organization (rooms and
circulation). relationship to context {earth, sky, street, etc). and composition {articulation of
parts, scale and proportion, and degree of spatial complexity/richness) support your design
solution.
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Szygorski, K. Architecture Memorial and 9.11.01. WSU M Arch 2005.
Flerchinger, B. Indeterminacy and the Community Design Center, WSU M Arch, 2004.
Weise, R. Raceway; The Phenomenology of Speed, WSU M Arch 2004.
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ARCHITECTURE 513 GRADUATE DESIGN PROJECT (Spokane)
DESCRIPTION:
This studio builds on Arch 51 1 Design Studio research into a design topic in consultation with the
students M Arch Thesis committee, and predesign research initially documented by each student in
a predesign monograph, developed in ARCH 515 Research Methods and Programming, also in
consultation with the students M Arch Thesis committee .
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PREREQUISITES:
Graduate standing, completion of arch 511
INSTRUCTOR:
Abell (Spokane)
OBJECTIVES:
As in ARCH 511, emphasis in the 513 Studio is on architectural design as a form of scholarly creative
research. Critical design modeling and simulation serve as vehicles of design refinement .
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CONTENTS:
Greater emphasis in the 513 design studio is on refinement and coherence among path-space
relations, plan-sectional qualities (raumplan), tectonic envelopment, terracing and roofing, social
space, perspectival relationships, symbolic expression, atmosphere, day lighting, building systems,
and site relationships, the satisfaction of qualitative and quantitative programmatic goals and
performance requirements and coherence among these. This semester also includes skillful
elucidation of these concerns in the final design presentation, (final models and analytical
drawings), and the oral and written communication of the design process and final design results in
the final public exhibition and presentation and in the hard bound M Arch design monograph.
Studio Design Research Stages and Requirements
Final Tectonic investigations: Formal architectonic strategies based on the major programmatic
issues, activities and occupancies, - specific material technologies, strategies for integrating
structure, envelope, circulation, massing, site.
Final Design Documentation, Oral Presentation, Exhibition and Hard Bound Monograph: Selected
Reference Materials; Predesign Monographs. WSU School of Architecture "Guidelines and Areas of
Emphasis for the M Arch Project." Diadolos 71, "Design Strategies," 1999. Tufte, E. Envisioning
Information, 1999. Tufte, E. Visual Explanations, 2000. Seminars throughout the semester on: graphic
communication, design documentation, design information modeling, diagramming, and
generative design techniques.
ARCH 513 Design Studio Spokane Final Results & Monograph examples:
Bleistein, V. Storm Survivor Architecture; Diaspora, Identity and the Probable Storm. 2006.
Jamie!, J. Charging an Urban Void. WSU M Arch 2006.
Shockey, K. The Technologies of the Skin and the Urban Health Spq. WSU M Arch, 2006.
Poppe, A. Between Old and New Architecture. WSU M Arch, 2006.
Love, A. Framing Aesthetic Experience and Well Being in the Expanded Field of Relations
between Art, Architecture and Natural Landscape. WSU M Arch 2006.
Walls, J. Migration, Freedom, & Indeterminacy Facility, WSU M Arch 2005.
McMakin, A. Dance and Architecture, WSU M Arch 2005 .
Landis, T. Cybernetics. Sailing, and Maritime Culture Museum, WSU M Arch 2005 .
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Forty, A. Words and Buildings, 2000; Diadolos, 1999;. Rethinking Architecture, Leach, ed., 1997.
Simon, H. The Sciences of the Artificial, I996. Turabian, K. A Manual for Writers, I987; Zeise!, J.
Inquiry by Design, 2006.
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ARCHITECTURE 515 - - RESEARCH METHODS AND PROGRAMMING (Spokane)
DESCRIPTION:
Recent architectural design monographs such as Event-Cities 1994, SMLXL 1996, Gyroscopic Horizons
1999, Animate Form 1999, and Phylogenesis foa's ark 2003 and NOX Machining Architecture, 2004
are noteworthy examples of a long and rich tradition of design invention, discourse and scholarship
in architecture. This trajectory includes earlier modem documents such as L'Esprit Nouveau and
Vers une Architecture (1923) and The Modulor (1954) by Le Corbusier, as well as Citta Nuova on
Italian Futurists (1913-1914), and La Cite lndustrielle 1904-1918 by Garnier. These echo earlier
treatises by Ruskin, Semper, Alberti, Vitruvius, etc. All offer examples of the way the architectural
design monograph or catolague raisionne serves to advance inventive ways of dealing with
common problems and to identify new problems, as well as strategies, processes and techniques of
design. Critical contemporary monographs demonstrate that programmatic and goal oriented
thinking forms the basis of research into the conditions in which architectural design problems arise,
into design strategies and tactics for dealing with design problems. This includes research into user
and audience values, preferences and performance requirements identified with design problems
and how they intersect with social and environmental concerns. The monographs, the manifesto,
the program, the folio and the exhibition are interimplicated in the way we see the world, the way
we occupy space, and the way we value, interpret and judge architecture. Accordingly, ARCH
515 expands on the critical function of the design program in creative and scholarly design activity .
PREREQUISITES:
Graduate Standing
INSTRUCTOR:
Abell (Spokane}
OBJECTIVES:
ARCH 515 is the first of a three course, three semester sequence in which the M Arch project is
developed and documented (ARCH 515-ARCH 51l-ARCH513). The first objective of ARCH 515 is to
develop an advanced understanding of pre-design research methods and architectural
programming. The second objective is to develop an advanced understanding of the overlapping
relationship between pre-design research, theory and critically creative design activity. This
relationship defines the critical practice of architectural design as a unique form of creative
scholarship. This involves the definition and 'production' of the design problem, understanding and
modeling the conditions of the problem, gouging the preferences and preoccupations of the
'audience' for the design, the development of design goals and performance requirements, the
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identification of instrumental design strategies, material techniques and formal principles for further
testing and refining through design. The third course objective is to apply pre-design research and
architectural programming methods to produce the predesign monograph that forms the basis of
the design studio (ARCH 511) investigation. With further elaboration in the ARCH 513 studio the
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investigation culminates in a final design and a final hard bound M Arch monograph.
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CONTENTS REQUIREMENTS AND INSTRUCTIONS:
Booth, C. The Craft of Research, 2000; Ouerk, 0. Architectural Programming, 1993; Bru, E.
Metapolis Dictionary of Advanced Architecture, 2003; Conrads, U. Programs and manifestoes on
20ttL.centurv architecture, 2001; Theorizing a New Agendo for Architecture, ed., Nesbitt. 1996'
ARCH 525 2 Credit Hours, Required Graduate Course, Spring Semester
DESCRIPTION and OBJECTIVES:
The purpose of this course is twofold.
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The first is to explore and identify topics that seem on the periphery of architecture in order to
determine if they have actual significance to the work of architects. Examples may include
current political and social conditions or global economies and population. Students will be
responsible for selecting a specific topic, conducting research and then presenting their
finding through graphic, verbal and written form.
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The second is to determine methods and means by which this information may be disclosed
and distributed so that others can become aware of these issues.
INSTRUCTOR:
Kessler
CONTENTS:
This course will be structured in a studio format where students will be working in teams of two on
particular topics. Each team will be responsible for graphic, verbal and narrative presentations
of their selected topics at the end of the semester. Each team will be presenting their findings at
the end of the semester to all first and second year students in a symposium format.
Part I: The first several weeks of the course will be devoted towards reading two books. The first is
Thomas Friedman's book The wortd is Flat and the second is David Orr's book The Last Refuge.
Each book is available at Crimson and Gray. Friedman's book is also available at most book
stores. A third book which is highly recommended is Fast Food Nation by Eric Schlosser. These
books will form the foundations for our discussions and selection of topics.
Part II: The second part of the course will focus upon presentations by faculty and students.
Typically each Tuesday will be devoted to selected topic presentations by faculty and
Thursday's will be devoted towards student presentations and discussions.
Participation: All students are required to attend class each week and participate in all
assignments.
Grading: Grades for the course will be distributed on the following basis.
• 303 graphic presentation
• 303 verbal presentation
• 303 narrative presentation
• l03 enthusiasm and joy
Students with Disabilities: I am committed to providing assistance to help you be successful in
this course. Reasonable accommodations are available for students with a documented
disability. Please visit the Disability Resource Center (DRC) during the first two weeks of every
semester to seek information or to qualify for accommodations.
All accommodations MUST
be approved through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an
appointment with a disability counselor.
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ARCHITECTURE525-20THCENTUARYARCHITECTURALTHEORY
3 Credit Hours, required Lecture Course, Spring Semester Spokane
DESCRIPTION:
Disciplinary theories always draw from the philosophical foundations of the times in which they
emerge and thrive. The twentieth century is no exception. Therefore, to comprehend 201h
architectural theory, this course looks at the 3 major philosophical streams of thought active at the
dawn of the 20lh century and considers how they affected all subsequent theory in the field of
architecture during the century. The three streams are: Positivism, Linguistics, Consciousness. These
terms will be defined in class, but suffice it to say here how each term informs architectural theory:
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Positivism: emphasizes prescriptive architectural theory
Linguistics: emphasizes l) forms that are syntactically conceived, 2) forms having "deep
structure, and 3) forms enabling or emblematic of communal meaning
Consciousness: results in l) expressions of zeitgeist, 2) subjectivist-driven forms
PREREQUISITES:
Graduate Standing
INSTRUCTOR:
Wang
CONTENTS:
Introduction I positivism I linguistics I consciousness I what is theory
Positivism, Structuralism, Post Structuralism, Consciousness
How to build theory, Theory building
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Course Structure. Meetings are once per week, scheduled for 3 hours each session,
lecture/discussion format. Sometimes there may be student presentations. Scheduled readings are
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to have been read by the start of the class.
No single class textbook. All readings will be available to you in PDF form.
Text.
l. Boles,
New
Town
in Seven
Days, (from
Progressive
Architecture
2.
Katz, A
The
New
Urbanism
(Kentlands
excerpt),
McGraw
Hill, 1994 vi 69, Issue 8, p26, 1988)
TND Manual (Institute of Transportation Engineers, 1999) - Read first 13 pages only.
Le Corbusier, Regulating Lines (from Towards a New Architecture, 1927)
Jacobs, The Need for Aged Buildings {from Death and Ufe of Great American Cities, 1961)
Hawkes, pages ll-56 (from Structuralism and Semiotics, Berkeley, 1977)
McCracken, Diderot Unities and the Diderot Effect (from Culture and Consumption, 1990)
Wang, Szygorski, Hampton: Supermarkets and Structuralism (in Crit 62, Fall, 2006)
Broadbent, Deep Structures of Architecture (from Signs, Symbols and Architecture, Wiley, 1980)
- see OW Summary included on your disk
l0. Soja, Los Angeles 1965-1992 (from Allen/Soja, The City, Berkeley, 1996) - see OW Summary
included on your disk
11. Hegel, excerpt from Phenomenology of Spirit (1807)
12. Heidegger, Building Dwelling Thinking (from Krell, Basic Writings, Harper SF, 1993)
13. Wang (unpublished Word document) Step by Step through Heidegger's BOT
14. Wang/Keen, Intentionality and the Production of Architectural Designs (from EAP, vi 12, no 3,
Fall 2001)
15. Francis Violich, Four Dalmatian Towns (from Seamons and Mugerauer, Dwelling Place
Environment, Krieger, 2000
16. Vidler, Unhomely Houses (from The Architectural Uncanny, MIT Press, 1996)
17. Tschumi, Pare de la Villette (exerpt), Princeton Architectural Press, 1987
3.
4.
5.
6.
7.
8.
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ARCH 527 - SITE PLANNING
PREREQUISITES:
Graduate standing and Arch. 403
Description:
An overview of site planning principles and their application from both an aesthetic and functional
perspective.
INSTRUCTOR:
Hirzel
OBJECTIVES:
1. Provide clarification of individual and collective values regarding building/site relationships.
2. Develop awareness of the message potentials of integrating water, vegetation, and
topography into building design.
3. Provide design strategies for the innovative, appropriate inclusion of landscape elements into
both the site and building.
4. Provide an understanding of the functional determinants inherent in the manipulation of
landscape.
5. Provide evaluation procedures for determining site design performance based on aesthetic,
symbolic, and functional criteria.
6. Develop simulation techniques for effectively communicating site planning intentions.
CONTENTS:
Weeks 1 and 2: Introduction of historic attitudes expressed by building/landscape relationships.
Explore personal and collective views of preferred building/landscape relationships.
Weeks 3-5: Introduction of site analysis techniques - traditional (quantitative data gathering ) and
non-traditional (qualitative, intuitive methods).
Weeks 6-8: Introduction of site planning principles (aesthetic perspective). Explore uses of water,
vegetation, and topography as both compositional and experiential design elements.
Weeks 9-11: Introduction of functional aspects of site planning - zoning and setbacks, parking,
handicap requirements, soils and grading (drainage), site engineering, and environmental
restrictions.
Weeks 12-14: Review site planning sections of Architecture Registration Exam (ARE) - Pre Design
Division: Environmental Analysis and Site Planning Division: Site Analysis and Site Design
Vignettes.
Week 15: Design reviews of final project.
1. Individual readings will be assigned from the books listed below as well as current articles from
architecture and landscape journals.
2. There will be a mix of lecture, discussion, and project reviews. Field trips, slide and video
presentations will also be included.
3. Attendance and participation in class discussion is an essential part of the course.
4. There will be 4 short illustrated essays (500 words) that combine both graphic and written
product with a focus on Landscape/Building Attitudes, Site Analysis, Site Design from the
Aesthetic Perspective, and Site Design from the Functional Perspective.
5. A Final Project will synthesize the four above projects. The product will be a scaled three
dimensional model with a written design rationale.
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ARCHITECTURE 530 - GRADUATE THEORY
3 Credit Hours, Elective Course, Fall Semester, Pullman/Spokane
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DESCRIPTION:
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This is the core theory course for all graduate students in the DDes, MS Arch, MSLA and MID
programs. Although slight adjustments are made for DDes candidates as well as "4+ 1" ID
candidates, the course content is the same.
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PREREQ
UISITES:
Gradu
ate
standin
g for
DDes,
MS
Arch,
MSLA,
MID
design disciplines will be used).
Rather, the aim is to teach a theory of theory; that is, characteristics that all theories share
regardless of discipline. The ultimate aim, then, is to equip students with the tools to build theories of
their own in whatever future disciplinary context they find themselves. In all of the above, a goal of
equal importance is to improve student writing ability. It is the conviction of this instructor that good
writing ability is in itself evidence of the ability to think and conceptualize clearly. Put another way,
if you don't write well, there is little indication that you actually understand the material of the
course .
CONTENTS:
Why Theory?
• Robert Gutman, "Why Don't the Rest of Us Like the Buildings the Architects Like?"
• Pine and Gilmore. "Welcome to the Experience Economy" in Harvard Business Review
What Theories Do and How They Do it.
• Rohinton Emmanuel. "Urban Heat Island and Cooling Load: The Case of an Equatorial City"
• Stewart Brand, "Flow" and "Shearing Layers" in How Buildings Leam. (Penguin, 1994), pp. 2-23.
• Adrian Forty, "The Home" in Objects of Desire. (London: Thames and Hudson, 1992), 94-119
• Boehm-Brandle. Testing of Air Flow Windows for Evaluation and Application. US Dept of Energy
What Theories Do and How They Do it.
• J.B. Jackson, "The Westward Moving House" Landscapes: The Selected Writings of J.B.Jockson
• Tschumi, Bernard. Le Pore de lo Villette. (Princeton Architectural Press, 1987), pp. 16-27.
• Korosec-Serfaty, P. 'The Home From Attic to Cellar" in L. Groat (ed). Giving Places Meaning.
• Newman, Oscar, "The Problem" in Defensible Space. (New York: Collier, 1973), pp. 22-50.
What Theories Are
• Jack Kremers, "792JXXJ Reverberation Times" Design and Technological Innovation for the Envir.
• Leo Marx, "American Ideology of Space," in Denatured Visions: Landscape and Culture in the ..
• Michael Pollan, "The Idea of a Garden," in Second Nature. (New York: Dell, 1991) .
• Raufdeen Rameezdeen and Nishonthi Gunorathna, "Comparison of cultures in consultant and
contractor organizations in construction industry," in Built-Environment-Sri-Lanka, Vol 03, 02:2003.
• Edward W. Soja, "Los Angeles, 1965-1992," in E. J. Allen and E. Soja, The City.
Theory and Culture
• Kuhn - Structure of Scientific Revolutions
INSTRU
CTOR:
Wang
OBJECT
IVES:
Bec
ause
of
the
inter
disci
plina
ry
natu
re of
this
cour
se,
the
aim
is
not
to
teac
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spec
ific
theo
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withi
n
any
one
disci
pline
(eve
n
thou
gh a
wide
sam
pling
of
work
from
the
Class format: I will lecture as course content requires. Then, the class will usually be seminar format.
Grading First paper 203; Mid Term exam 403; Final paper 403
ARCHITECTURE 531 -ADVANCED TECTONICS
DESCRIPTION:
Arch 531 is a graduate level course in architectural tectonics. It will deal with historic and
contemporary aspects of tectonics through theory and practice. The focus of the class will be to
first provide an historic foundation upon which to discuss the contemporary issues related to
architectural tectonics. This course has been developed for students with a strong foundation in
materials and construction, history and theory. The course will explore the poetic craft of making
and tectonically integrating the core essences of building- materials, systems, structure,
environmental response,
PREREQUISITES:
Graduate level standing in architecture, arch 330 or equivalent
INSTRUCTOR:
Keane
OBJECTIVES:
Arch 53 l is designed as a graduate seminar. Its aim is to expand the student's knowledge base
by exploring the critical aspects of architectural tectonics in historic and contemporary practice
through reading. discussion, writing and presentation. The schedule is designed to permit and
encourage in-depth investigation of the material explored. It is expected that the students will take
on leadership and management roles while developing and defending a clear thesis on a
practical philosophy of tectonics. By the end of the course the student will understand the role and
implication of tectonics in critical practice and be conversant with critical investigation in cutting
edge developments related to tectonics.
CONTENTS:
• Tectonics-definitions, concepts, role in architecture, critical practice. sustainability
• Historic concepts/ approaches to tectonics
• Critical aspects of tectonics in history
• Contemporary concepts/ approaches to tectonics
• Critical aspects of contemporary tectonics
• Investigations into contemporary critical literature on tectonics
Students must complete all reading assignments prior to the related seminar. The structure of this
course is a combination of reading assignments, presentations and discussions. Attendance at all
classes is mandatory. There will be opportunity to work collaboratively. The format of the class will
require leadership roles
The following criteria will be addressed in the grading components: Presentation and defense of
student's thesis; Student's ability to identify critical points/concepts; Quality, content, design of
research documentation; Quality, content. design of presentation; Effort made to initiate discussion
and 'lead'; Professionalism; Attendance and time management.
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Selected Reference Materials: Malgrave, H. Semper and The Four Elements of Architecture. 1989;
Bonham, R. Theory and Design in the First Machine Age. 1999; Frampton, K. Studies in Tectonic
Culture. 1995; Glass Construction Manual, Birkauser, 1999; Concrete Construction Manual, Birkauser,
2002; Steel Construction Manual, Birkauser, 2000; Aluminum Architecture, Wilquin, 2001 ; Intelligent
Skins, Wiggington and Harris, 2002; Raumplan Versus Plan Libre, ed., Rissalada, Colomina, 1982;
Rowe and Slutsky, Literal and Phenomenal Transparency Part 1 & 2; light Construction Reader,
2002, ed., Gannon; Surface Architecture, Leatherbarrow and Mostafavi, 2002; Belmond, informal,
2002; Folds, Bodies and Blobs, 1999; "Versioning, Evolutionary Techniques in Architecture," ed.
SHoP/Sharples Holden Pasquarelli in AQ 2002
ARCH 531 - - ADVANCED TECTONICS (Spokane)
DESCRIPTION:
tee· ton Ile (tek tan' ik) adj. [LL tectonic us, Gr tektonikos, tekton, carpenter, builder: see TECHNIC] 1
of or having to do with building; constructional 2 architectural 3 designating, of, or pertaining to
changes in the structure of the earths crust, the forces responsible for such deformation, or the
external forms produced
tech· nic (tek'nik; also tek nek') adj. Gr technikos < techne art, artifice < IE base *teckth-, to weave,
build, join> Gr tecton, carpenter, L texere, to weave, build] TECHNICAL-n. 1TECHNIQUE2 the study
or principles of technology, an art, or the arts
Advanced Tectonics begins with basic questions, and strives to sustain these questions throughout
the course. What is tectonic architecture, can architecture not be tectonic, and how might
architecture be woven. joined and superimposed? How might space be plied? How might form be
handed? Is architectural making opposed to architectural thinking? Rather than attempt to
provide a single perspective on the question of tectonics in architecture the aim of the course is to
sustain questions concerning what tectonics means to the history, theory and contemporary
practice of architecture. The course opens up various dimensions of the topic to develop an
advanced understanding of the relations between the theory of tectonic architecture and the
materiality of architecture.
PREREQUITITES:
Graduate standing in architecture, arch 330 or equivalent
INSTRUCTOR:
Abell (Spokane)
OBJECTIVES:
Course seminars draw from a variety of sources and perspectives. The course involves the
application of this knowledge to identify tectonic strategies in recent works, to contextualize,
evaluate and interpretation contemporary ideas on tectonic expression. Another course objective
focuses on how tectonic concerns inform ones own work as a designer and how this question may
be formally incorporated in the students M Arch design investigation.
CONTENTS, REQUIREMENTS AND INSTRUCTIONS:
• Reading Material Assignment & Presentation # 1. Student groups present assigned readings in
seminar. Each group makes a 25 minute power point presentation on the assigned reading.
• Reading Assignment & Research Paper Presentation #2, #3, #4, and #5. Each of these
assignments has two parts. The first part is a group Power Point presentation summary of the
assigned reading. For the second part of each assignment each student writes a l,ooo-1500
word research paper with illustrations and presents in seminar (power point) the student's
reasoned opinion about a work of architecture appearing in the last twenty years not discussed
in the reading but emphasizing the major points and principles of the reading.
• Final Assignment #6, Independent Research Paper on M Arch Graduate Project. The final
assignment is a 2000 word illustrated paper presented in seminar. The paper involves
expressing a reasoned opinion about a tectonic issue that is central to the students M Arch
topic and advancing tectonic principles and strategies in view this. Independent research and
ideas drawn from several course readings must be substantively related and incorporated into
the paper.
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ARCHITECTURE 540 - RESEARCH METHODS
3 Credit Hours, Elective Lecture Course, Spring Semester Pullman/Spokane
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DESCRIPTION:
This is the research methods course for the MSArch, MID, MSLA and DrDes degrees in Spokane. For
students in Pullman, you may have other options to fulfill this requirement. Please check with your
advisor(s) to confirm. This course introduces students to a range of research methodologies, ranging
from experimental to interpretive. These methodologies are common to many non-design
disciplines; here, the aim is to apply these methods to design.
In this course, "design" is understood as a noun and not a verb, which differs from convention in the
design disciplines, where "design" is usually related to the question, "What to do?" (verb). In this
course, "design" is almost exclusively related to the question, "What is the case?" (noun). Consider
the topic of senior housing. The verb approach would stress "How should we design this nursing
home?" But the noun approach would investigate the nature of nursing homes in general. Usually,
design-as-verb leads to single objects. Design-as-noun leads to explanatory systems. Research
methods for design helps in framing these explanatory systems and, in tum, helps in design process.
PREREQUISITES:
Senior or Graduate Standing in Architecture, Interior Design or Landscape Architecture
INSTRUCTOR:
Wang
CONTENTS:
What is Theory I Research; Topic I Method I Outcome; Experimental; Correlational; Qualitative;
AND INSTRUDTIONS:
Historical-Interpretive; Simulation; Logical Argumentation
REQUIREMENTS
Course Structure. Meetings are once per week, 3 hours each session. Instructor will present new
material in lecture format for the first portion of each session; assigned readings must be read by the
day the class meets. (To do well in this course, you must master the readings). The remaining portion
of each session will consist of class exercises, discussion, etc. Starting April 10, there will be no more
group meetings; all sessions will be individually scheduled for the purposes of framing the Major
Paper. Major Paper progress summaries will be updated by the instructor weekly for all to see .
Readings and Class Text. The required text: Architectural Research Methods, Linda Groat and David
Wang (Wiley, 2002). This text should be available at the Bookie in Spokane and Pullman. Several
copies are available through Griffin, or interlibrary loan. All other readings will be provided as PDFs on
a disk given you at the beginning of the semester. (See Readings List)
Blackboard. Class material (e.g., powerpoints, etc) will be available for you to download on the
Blackboard site for this class. Go to: \l'/i':{'0/J)liJ_t;;K:l2_QQl<'.:;LsQ_QKgn_<;_,'0'.. l.L,f?!Jt1L If you have any problems
related to blackboard, do not contact me; contact Loretta Ramirez at
or 358-7772.
Grade. There will be three measures: 1) Minor paper 203, Midterm Examination 303 (makes extensive
use of the readings), Major Paper 403. In addition, instructor holds 103 discretion for attendance,
participation, originality of thought, and other contributions to the success of the class.
Semester Overview. Please refer to Readings Schedule and Readings Ust handed out separately for
more detailed information on class schedule and content.
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ARCHITECTURE 542--ARCHITECTURAL CRITICISM
3 Credit Hours, Required Course at the Graduate Level, Fall Semester
DESCRIPTION:
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PREREQUISITES:
Introduction to rhetoric and methods of critical writing and thinking.
Students have to be enrolled in the Masters Program.
INSTRUCTOR:
Rahmani
OBJECTIVES:
The objective of the class is twofold. On the one hand it is to sensitize students as to the role that
criticism plays in shaping architecture and how architects use this discourse to constantly enter into
a contract with society and improve their work. Part of this first objective is the teaching of methods
by which judgment can be achieved and negotiated between critic and audience. But of course
without a clear and engaging narrative, criticism can either degenerate into a rant or be so
confusing as to be irrelevant. And so the second objective of the course has to do with focusing on
the art of critical writing, which includes the method by which to achieve a convincing sentence
and ultimately an articulate point.
Criticism is central to the discipline of architecture but it is even more relevant to the intention of a
Masters degree. For here it is assumed that the student has continued in his or her studies to learn
leadership and become better prepared to ask the appropriate questions when a certain direction
is needed from him or her.
Architectural criticism comes in different shapes and forms; it can emerge from a strictly journalistic
setting, thereby acquiring a language that is largely based on impressions and a universal
understanding of architecture, or it can be written from an academic angle and thus aim at
unearthing certain invisible issues and discrepancies. It can be further nuanced so as to reflect a
particular interest in political or social matters. The course touches on these various ways of writing
criticism in architecture but will not attempt to bias one way of writing versus another; it wm simply
leave it to the student to decide his or her own angle and style.
CONTENTS:
• Who is the critic?
• Matters of voice and direction
• The rhetoric behind critical writing
• Moral parameters as a method of judgment
• Aesthetic questions as a vehicle of judgment
• The role of self in architectural criticism
The course meets for an hour and a half twice a week. (a total of 3 contact hours per week.)
Course material is accessed through books, articles and is made available to the students through
the bookstore, copies and online. Instruction is delivered largely in the form of a seminar where
discussions and presentations define the exchange.
Grades are based on four main paper assignments, short weekly writings, ability to come prepared
to discuss, and forthrightness with research.
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ARCHITECTURE 463/563 -- ARCHITECTURAL STRUCTURES Ill
DESCRIPTION:
Wind and seismic loads on architectural structures; high-rise structure systems; reinforced concrete
and masonry structures .
PREREQUISITES:
Arch 352
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INSTRUCTOR:
Carper
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OBJECTIVES:
This is the third course in a four-semester required sequence taken by students in Construction
Management, and the final course in a series of five required courses for Architecture students. A
sixth and seventh course are available as electives. In this course, seismic and wind forces are
studied. The influence of dynamic lateral forces on architectural structures is considered and
alternative responses are reviewed. The course attempts to cover the knowledge an architect
must have to appropriately consider lateral forces while making conceptual design decisions. The
available mechanisms for structuring tall buildings are included. New innovative structural systems
are studied, along with evolving theories of structural behavior. Reinforced concrete design theory
is presented and the theory is applied to both reinforced concrete and masonry systems .
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CONTENTS:
• Seismic forces and their origin; Effects of earthquakes on the built environment
• Land-use planning for hazard mitigation
• Variables affecting ground motion
• Effects of vibrations on architectural structures
• Analytical methods: response spectrum, time history, shake tables, and equivalent static load
methods
• Evolution of the seismic design codes: UBC, NEHRP/BSSC, IBC and international standards
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Fundamental schematic design principles for seismic resistance
Wind forces on architectural structures
Base isolation and other mechanical engineering solutions
Professional responsibilities: involvement in formation of public policy
The high-rise building: philosophy and technology of tall buildings
Lateral force resisting mechanisms in tall buildings
Reinforced concrete and reinforced masonry design theory
Reinforced concrete beams, slabs, columns, foundations and retaining walls
photocopied materials.
Grades are based on weekly quizzes, a research paper, and a comprehensive final exam. Quizzes
comprise 503 of the course grade, the research paper 253, and the final exam 253. Quality of
participation is also rewarded.
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ARCH 570 - GRADUATE DESIGN STUDIO
6 Credit Hours, Required Design Studio Course, Fall Semester, Spokane 2.5 Year M.Arch Program
DESCRIPTION:
Graduate design studio geared toward those students who show promise for architectural
design studies at the graduate level, but who, in the opinion of the admissions committee, would
benefit from additional basic skill-building studio work.
PREREQUISITES:
Bachelor's degree in Architectural Studies, and admission to the 2.5 year M.Arch program.
INSTRUCTOR:
Cohen
OBJECTIVES:
The overall objective is to reinforce students' basic design and representation skill sets, and to
increase individual confidence, in preparation for the remaining four semesters of their graduate
education. Specific objectives include:
1. To explore new and unfamiliar modes of conceptual thinking.
2. To learn observation-based research methods of site analysis, and to thereby learn to
appreciate the value of real-world investigations of actual site conditions.
3. To develop a sense of professional, social responsibility.
4. To refine public speaking and presentation skills.
5. To refine and develop new architectural and graphic design skills.
6. To explore new and unfamiliar graphic presentation techniques.
7. To reinforce and improve model-building skills.
8. To learn basic principles of pedestrian-oriented, mixed-use urban design.
9. To refine writing skills through brief, one-page assignments aimed at clarifying design
intentions.
CONTENTS:
The course is in three parts. It begins with a conceptual problem not likely encountered before,
such as the design of a "garmenture" (a cross between a garment and a piece of furniture), or
a "shelter without interior." It proceeds to a highly detailed and analytical analysis of an entire
street in downtown Spokane, using mapping and archival methods of research. From this
research students choose their own sites, justify their choices, and proceed to the design of a
large, approximately 100,000 square foot, mixed use project involving challenging
programmatic combinations. Program analysis figures prominently in the design process, as does
continued urban analysis. Weekly assignments continually enrichen the designs with new
theoretical concepts such as transparency, memory, indeterminacy, and the multi-functional
element.
REQUIREMENTS:
The studio is composed of the three main segments, noted above, each of which concludes
with a formal review. The final, mixed-use project incorporates three reviews, in which students
are required to demonstrate both graphic and verbal clarity. Evaluation is based on criteria that
include, but are not limited to: Response to the site, and the Spokane urban context; Response
to climate (the variable and often severe weather of Spokane), the success of public/private
mediation within the project; Extraordinary juxtapositions, overtaps and adjacencies of program;
Extraordinary paths of movement and architectural episodes through and within the project:
Expression of humanity, emotion, and memory: Appropriate expression of structure and materials
to support the central research interest; Spatial richness; Multifunctional elements incorporated
at all scales: Overall project development; Demonstration of consistency of research intention,
form, structure, material, mood; Degree to which the solution is extraordinary, yet respectful of
context; And the Magic- What have you added to this program and place that enchants ?
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ARCHITECTURE 573 - ETHICS AND PRACTICE IN ARCHITECTURE
DESCRIPTION:
Continuation of presentation of Professional Practice issues with an emphasis on professional ethics
PREREQUISITES:
Graduate status
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INSTRUCTOR:
Roger Williams FAIA, JIA
OBJECTIVES:
Architecture 573 is the students' final introduction to the parameters of professionalism in
architecture. Key to the professional practice of architecture is the concept and application of
ethics. The words ethics and practice have similar roots involving the customary and the natural, as
in habitual, which shares the root of habitat, from the Latin for having, holding or dwelling. This
course will examine how ethics, principles and values are essential to architectural design. The
question of the course is: what is "good" design? What is "good" practice? The course is an
introduction to the conventions of the architect and the architectural profession as they relate to
society. The course investigates why and how architects practice, both in traditional settings (the
office) and non-traditional settings (organizations, corporations, institutions). This includes the
design process, professional protocol and to a limited extent, the legal aspects of the profession.
The complete building process from program through occupancy is analyzed. The contractual
framework for the building industry is introduced, including AIA and AGC standard agreements,
general conditions for construction and specialized documents. Through out the course, the Case
Study method will be used to compare the intended, or perceived values and goals of a design to
the realities of the built project. The concept (intentions) represents principles/values, which
combine to be architectural ethics. At the same time, the architect develops values toward
architecture, which define the ethics of architectural practice.
CONTENTS:
• Architecture and buildings: The difference.
• Values, architecture and intent, functional, technical, aesthetic
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"Good" architecture and ethical architecture: Criteria for determining "good" and "ethical"
A brief history of Ethics
Ethics and design: The typology, setting and purpose of architecture based on values.
The design, documentation and construction process: The structure of projects. Collaboration,
Fields of architecture: building type, sustainability, social response, cultural authenticity, tech
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competency and creativity
Ethics in Practice: Resolving ideals and realities, values-based practice
Architects' Code of Ethics
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Practice standards: Standards of care, guides, tools, documents, agreements, laws, et.al.
Seminar discussion format: Invited guests present varied perspectives on practice - Educators,
construction managers, preservationists, young practitioners, large and small office architectural
practitioners, contractors, governmental officials, clients and professional development consultants.
Papers, graphic presentations (boards and PowerPoints), verbal presentations to describe, analyze
and compare the values, practice, and work of the speakers.
Ethics and the Practice of Architecture, Wasserman, Sullivan, PalermoL..Wiley, 2000
The Architects Handbook of Professional Practice, AIA and Wiley 2001
ARCHITECTURE 580 - ARCHITECTURE INTERNSHIP
4 Credit Hours, Required Course, Summer Session
DESCRIPTION:
This courses requires placement in an approved industrial, professional, or governmental situation
for specialized or general architectural experience.
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PREREQUISITES:
Graduate student in the Master of Science or Master of Architecture program
INSTRUCTOR:
Hirzel
OBJECTIVES:
This is a ten-week course involving a hands-on in office architectural training experience which
utilizes architectural firms that are willing to provide student employment opportunities in a
supervised professional training environment. More specifically the course has the following
objectives:
l. Acquire and reinforce the discipline, integrity, judgment. skills, knowledge and quest for learning
in the broad aspects of architectural practice.
2. Awareness about internship responsibilities and professional issues and opportunities.
3. Form a partnership between academia and the profession in identifying key issues in the
education, training and preparation of competent architects.
Implementation of the course requires that the architecture firms provide the following:
l. An intern level training period of at least 35 hours per week for a
minimum period of ten consecutive weeks of office employment.
2. An intern training experience similar to the model used by IDP (Intern Development Program)
under the direct supervision of a licensed architect within the firm. In accordance with IDP, the
training may involve a body of knowledge in two major categories:
(a) Design and Construction Documents, and
(b) Construction Administration.
Students are required to provide the following:
l. Maintain consistent and diligent prescribed office hours throughout the training period.
2. Maintain a daily training log of tasks, duties and responsibilities throughout the employment
experience for IDP (Intern Development Program) credit.
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ARCH 425 - ARCHITECTURAL THEORY I
2 Credit Hours, Elective Lecture Course, Fall Semester
DESCRIPTION:
The intent of this course is to examine significant twentieth century philosophies and theories that
have influenced the course of architecture. Lectures discussions and student presentations in
conjunction with extensive reading and writing serve as the format for learning.
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INSTRUCTOR:
Kessler
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OBJECTIVES:
There are two overall intentions for the course. The first is to provide students a forum so that they
may understand the ideas and beliefs that are underlying significant works of architecture. The
second intent is to encourage students to develop individual values regarding their personal beliefs
to that their own design work may be formulated within a broad architectural discourse.
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the modes of making become critical to our understanding of architecture. In this class we will
investigate three modes that inform making and seek to understand how they contribute to our
ontological values. The three modes will be described as what we think, what we feel and what we
experience. 1. What We Think: During this part of the course we will investigate the modes of
rational thought. That is, how has rational western thought influenced the structure of our modern
culture and civilization? We wiU investigate some of the foundations of rational philosophy and how
the supremacy of the mind as a means of understanding the human ontology has shaped our
thinking. 2. What We Feel: During this part of the course we will investigate how the qualities of
feeling, emotion and sensualness can inform what we make. Narrative and poetic prose, which
focus upon the emotional dimensions of life and how these dimensions contribute to our
understanding of the world, will be discussed. These investigations will be done through the reading
of ltalo Calvino and Jorge Luis Borges J. What We Experience: Our lives are composed of
interactions with physical objects, things and places. The material dimensions of our life are an
important aspect in guiding our interactions, beliefs and thoughts. These interactions may be
referred to as experiential phenomena and can be used to inform our values and ideas about our
environment.
REQUIREMENTS AND INSTRUCTIONS
Course Structure: The three themes for the course are divided equally during the semester. Each
week will consist of lectures, readings and discussions. Students are expected to have completed
all reading for each day prior to arriving in class.
Requirements: Students will be required to develop three "panels" one for each segment of the
course. The format and exact content for the panels will be discussed during the first several weeks
of the semester. It is expected that the panels will be of exceptional graphic quality, framed and
matted and will form an end of the semester exhibit. In addition to the panels there will be three
short essay quizzes distributed at random points during the semester.
Grading: Quizzes 303; Panels 603; Participation and discussion l03
Texts: Rationalism and Romanticism in Architecture, Lesnilowski; Invisible Cities ltalo Calvino; Poetry,
Language, Thought, Martin Heidegger; Collected Actions, Jorge Luis Borges
ARCHITECTURE 436 - - DESIGN SYSTEMS IN MATERIALS
3 Credit Hours, Architectural Emphasis Elective
DESCRIPTION:
This course will consist of two parts:
( 1 ) historical approach to understand materials which will be examined through reading and
(2) exploration of an ordinary material, which each student will choose based on research in
relation to the instructor's lectures.
PREREQUISITES:
INSTRUCTOR:
Miyasaka
OBJECTIVES:
The exploration of ordinary materials will be demonstrated in a design product at the end of
semester. Each student is to make a screen as a final product by using ordinary materials. The final
product is to be understood as a device for investigating architectural ideas and the process of
fabrication is to be understood as an act of inquiry.
CONTENTS;
There will be lectures by the instructor periodically. The lecture topics will include J.J. Gibson's theory
of Affordance, proportional systems of different architects, and Droog's inverse methods of design.
The class time will be devoted to discussion and critique of the ongoing student designs in addition
to the instructor's lectures. The class will require students to use College of Engineering wood and
material fabrication shops intensively. Students are allowed access to the machines if a trained
supervisor is present and aware that the student is under his/her supervision. Students are required
to have safety instructions by a supervisor of the shops at the beginning of the semester. Students
need to understand that the university not covers students for any injuries they may suffer while
using the machinery or in the shops.
Reading Materials:
James J. Gibson, The Ecological Approach to Visual Perception
Edward S. Reed, Encountering the World and The Necessity of Experience
Manuel Delanda, Intensive Science & Virtual Philosophy
Dung Ngo and Eric Pfeiffer, Bent Ply
Walter Benjamin, Illuminations
Bruce Mau, Massive Change
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Renny Ramakers, Less + More
"One can only make the world more beautiful by confronting what needs improvement." Richard Hutten
"A material practice like cooking requires operating in an environment with a surfeit of information.
Coordination of this infonnation takes place at a speed and quantity beyond that of
comprehension, yet if can be managed with exquisite precision." Jesse Reiser
"According to classical physics, the universe consists of bodies in space. We are tempted to
assume, therefore, that we live in a physical world consisting of bodies in space and that what we
perceive consists of objects in space. But this is very dubious. The terrestrial environment is better
described in terms of a medium, substances, and the surface that separates them."
James J. Gibson
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ARCH 438 - - DAYLIGHTING DESIGN SEMINAR
2 Credit Hours, Architectural Emphasis Elective, Spring 2004
DESCRIPTION:
Day-lighting is rapidly becoming popular in building design. Daylight significantly reduces energy
use, but beyond that, it provides building occupants with profound comfort. This class is focused on
integrating day-lighting strategies into your designs and giving students the basis from which daylighting design can begin.
PREREQUISITES:
INSTRUCTOR:
Taylor
OBJECTIVES:
This class is focused on integrating day-lighting strategies into your designs and giving students the
basis from which day-lighting design can begin.
CONTENTS:
The class will have two emphases: day-lighting theory and day-lighting practice. The plan is to
have one meeting in a lecture and discussion format and one meeting in a practice format. The
first few meetings will be an overview of day-lighting theory, then the course will be largely based
on day-lighting design, practice, modeling and measurement.
This course will also emphasize technical design reporting, so be prepared to write and present
data in meaningful ways. You will be asked to "write up" any design that you pursue from
beginning to end.
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Overview and History;
Basic Lighting Strategies;
Calculations, Metrics and Measurements;
Basic Modeling Techniques- Proof of Concept;
Basic Measurement Techniques;
Precedents: Diagrams to Designs;
Research: Case Studies
Project l: A Room Study
Project 2: Day-lighting Case Study
Project 3: Design Analysis
REQUIREMENTS AND INSRTRUCT10NS:
All classes are mandatory; attendance is required at all class meetings. Work should be completed
on time and submitted in a professional manner.
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Grading is in three forms: participation 503, reports (written and verbal) 653 and design analysis
(models, measurement and reporting) 853. No exams or quizzes will be given.
The projects in this class require good writing and speaking skills and a clear presentation style.
Everything that you submit in our class should be done in a professional manner. Unclear,
incomplete or "sloppy" work will be heavily penalized; clear, complete and neat (professional)
work will be significantly rewarded. You will also be asked to critique each other. Peer feedback:
and group work will be an everyday event.
ARCHITECTURE 440 - ARCHITECTURAL ACOUSTICS
2 credit hours. Emphasis Elective, Fall Semester
DESCRPTION:
In this lecture+ lab course, we will achieve a basic understanding of the nature of sound, its interaction with
building elements, its measurement, and our reaction to it. We will come to understand design criteria and
how it can be applied, in practice, to practical architectural designs. The course will not be detailed enough
to do detailed design work. It is an awareness course, intended to impart a respect for acoustics as a design
determinant.
Sound and its interaction with the built environment is a phenomena that surrounds us from cradle to grave. It's
the designer's role to control that relationship, to promote "acoustic comfort" in manmade structures. The
increasing number of noise sources inside and outside our buildings, the shift from heavy constructions to thin,
light-weight, movable and prefabricated building elements, in conjunction with the growing demand for
improved hearing conditions, have made architectural acoustics an essential component of design
determinants.
PREREQUISITES:
Physics 101, math l01, certification in Architecture or Construction Management
INSTRUCTOR:
Burnett
OBJECTIVES. CONTENTS:
Outdoors
• Meet local codes Locate the building on the site
• Define noise sources
• Design noise barriers
• Locate noise-sensitive spaces
• Design walls and windows Indoors
• Ensure quiet spaces
• Design for speech
• Accommodate music performance
• Plan multi-use spaces
• Plan expandable spaces
• Accommodate athletic facilities
• Control Mechanical noise
Room to room
• Design for isolation
• Ensure acoustical privacy
• Locate critical spaces
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• Detail construction
REQUIREMENTS
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We meet once a week. The lectures do not repeat the reading material; but reinforce it. The
lecture includes audible demonstrations, and illustrations of how to use "hands on" instrumentation.
Campus and city buildings and sites are used as laboratories which are measured and observed as
specimens. When possible, new construction is used for acoustic detailing observation. The text is
the classic: "Architectural Acoustics" by M. David Egan
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PHILOSOPHY 435 - PHILOSOPHY AND ARCHITECTURE EAST AND WEST
3 Credit Hours, Elective Course,
DESCRIPTION:
A
basic
introduction
to the
several
keyand
ideas
that shaped
Eastern
and Western
worldviews, covered:
and how
these
ideas
influenced
design
experience
of built
environments.
Philosophers
Plato, Descartes, Wm. James, Confucius, Lao Tzu, Chuang Tzu. At the end of the semester you will
how those basic questions are themselves universal.
gain appreciation both for how different cultures solve basic questions of life in the cosmos, and also
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PREREQUISITES:
Open to all WSU Students
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INSTRUCTOR:
Wang
CONTENTS:
• Two Key Concepts
• The Legacy of Plato's Cave
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Nature in Confucius and Laotzu
House
Garden
City
Why We Frame Pictures
How We Experience Beauty
The Everyday Sublime
Readings: Plato I Descartes I James
Reading: Welcome to the Experience Economy
Readings: Confucius I Laotzu I Chuangtzu I Okakura
Readings: Tanizaki I Forty I Wang
Readings: Fung I J. Wang I TBA
Readings: Steinhardt I TBA
Readings: Wang I TBA
Readings: Wang I TBA
Class format: WHETS; instructor will try to be at locations in person on alternate sessions.
Grading: Midterm exam (303); Group project (303); Final exam {303); 103 instructor discretion
(class participation, demonstration of interest, etc). 100 pts max. No curves.
This course is a General Education Requirement. As such, you will be graded in accordance with
the appropriate standards for comprehension, critical thinking, and writing skills.
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Attendance: You are expected to be at all class sessions. Since this class meets only once per
week, any absence is crucial. On unannounced occasions, I will take attendance at start of class
or after the break. If you are not there at those times, it will count as one absence. If 2 absences = 1
grade deduction. If 3 absences: please withdraw from the course or you will fail.
All readings will be available to you to download on the Blackboard site for this class. Go to:
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and follow your usual login procedures. This course is Phil435 and the
access code is ProfWang435 If you have any problems related to blackboard, DO NOT CONTACT
ME: contact GTA
Semester schedule with readings and due dates (all readings to be done on the date of class. I will
call upon you unsolicited for questions during class, and your answer will show me if you've read
the material: this figures into the 10 discretionary points). Schedule subject to change.
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ARCH 442 -- THEORY OF URBAN DESIGN and DEVELOPMENT
3 Credit Hours, Architectural Emphasis Elective Course, Spring Semester
DESCRIPTION:
This course will investigate the history, principles and theories of the physical design and
development of cities.
PREREQUISITES:
Major in Architecture, Construction Management, business or public administration.
INSTRUCTOR:
Owen
OBJECTIVES:
The overall goal of the course is to help students formulate an understanding of the complex forces,
which shape urban form. This requires inquiry into the history, theory and practice of urban design
and development in Europe, Asia and the Americas. The course will examine city history and
theory as manifested in a variety of design traditions: indigenous, monumental, garden city,
suburban and "modern." The students will discover, for better and for worse, how these traditions
are manifested in our contemporary cities and examine new emerging concepts of city design
which challenge and incorporate many of the principles of these former traditions.
Additionally, the course will examine the tools and techniques of contemporary city design; how to
design cities without designing buildings: how to accomplish wide-scale development in a context
of private capitalism and participatory democracy; and how to make North American cities more
livable.
This course also fulfills a "Writing in the Major" [MJ requirement for the General Education
Requirements.
CONTENTS:
The specific content of this course includes:
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History and theories of urban development from Greek: and Roman cities to today including the
Industrial City; the Garden City; and New Towns in Europe and the United States. The course
also addresses suburbanization and the cost of sprawl and urban sustainability issues.
Principles of city planning and urban design including the legal and administrative basis for
planning. The course also addresses the comprehensive plan, zoning issues and the
environmental impact assessment process.
Principles of the development process including the roles of the public and the private sectors.
Issues addressed include budget and finance, program planning, government permits, site
selection and acquisition, design and construction.
The course is primarily a lecture course with three exams. However, there is also a major project
consisting of a case study of a development project with both oral and written reports. The project
is a major public or private development involving a building or group of buildings. The reports
include information regarding the development team, overall schedule, financing profile, zoning
and permits, physical form of projects, and a summary of the program objectives and design and
construction processes identifying critical issues/points in the entire process. Extra credit can also
be obtained by attending and reporting on a public planning-related meeting or viewing videos
produced by Edmund Bacon on the design of cities.
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ARCH 451 - COMPUTER AIDED DESIGN I DRAFTING II
3 credit hours, Architectural Emphasis Elective, Fall Semester
DESCRIPTION:
Basic 2D concepts and commands used in Autodesk AutoCAD 2007. Advanced 2D & 3D modeling
as it relates to working drawings.
PREREQUISITES:
INSTRUCTOR:
Burnett
OBJECTIVES:
This is our beginning CAD course, which introduces basic 2D CAD concepts. Many of our 451
students have become familiar with the basic functions of AutoCAD as taught in high school
classes. Our objective is to provide grounding in what have become 2D CAD "drafting"
fundamentals, and which can be applied to support drafting, and presentation proficiency with an
emphasis on "presentation drawings". We hope to impart a broad scope understanding of what the
software can do, and a strong sense of how to systematically achieve the desired steps in 2D
drafting.
Recent surveys show that the architectural design professions are regularly using 3D, but even those
who have adopted 3D as part of their workflow still spend 803 of their time doing 2D drafting.
However, before doing documentation and producing the drawing sets that people need to build
something, basic CAD concepts need be mastered. This course is aimed at that underpinning .
CONTENTS:
The course consists of short lectures, examples of application followed by textbook "hands on"
exercises. The topics include the drawing interface and commands: such as: window components,
menu bar, tools, draw and modify commands, panning, zooming, the command line, coordinate
input systems, drawing units, ortho, snap, grid, object snaps, arcs, circles, circle, splines, fills, hatches,
polygons, etc. We move on to more advanced concepts, such as: polylines, grip editing,
properties, selecting joining and erasing objects, moving and copying, blocks, X-refs, layers, text,
text styles, dimensions, drawing data extraction, scaling, viewport management, printing, plot
styles, etc.
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We will cover extended basic concepts and commands used AutoCAD 2007. Students then
choose a project and contract for drawing it for presentation. You will have in class presenters to
mentor your CAD projects. As the projects progress, you will be expected to share the use of various
commands and techniques with others in the class via structured presentations viewed by all.
Each week's exercises and quizzes are saved to a CD-RW and turned in on Thursdays. They are
returned Tuesday and after having been logged and graded. The grading includes not only the
mastering the AutoCAD commands, but doing drawings to industry graphic standards. This
includes, title block, line weights, text and dimensioning size, placement. font, etc. The drawings
must "read well", and communicate properly. AIA and CSI standards are referenced, along with
specimens distributed in class. At the halfway point in the semester, students begin to apply their
knowledge to approved projects of their own choosing.
ARCHITECTURE 452 - COMPUTER AIDED DESIGN I DRAFTING II
2 credit hours, Architecture Emphasis Elective, Spring Semester
DESCRIPTION:
Extended basic concepts and commands used in Autodesk Architectural Desktop. Advanced 2D &
3D modeling as it relates to working drawings.
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PREREQUISITES:
Arch 451
INSTRUCTOR:
Burnett
OBJECTIVES:
Given that the students have become familiar with the basic functions of 2D AutoCAD as taught in
Arch 45 l,we will tum our attention to AutoCAD 3D application skills, using Architectural Desktop.
We hope to impart a broadscope understanding of what the software can do, and a strong sense
of how to systematically achieve the desired steps in drafting, modeling and presentation. Some
specific objectives include:
Understand the scope of the Autodesk family of drawing and modeling applications
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The use of tool and properties pallets
The generation of Building Massing
The creation of "space objects" (Boolean operations)
The automation of parametric Walls
The automation of parametric Windows
The automation of parametric Doors
The automation of parametric Curtain Walls
The automation of parametric Door and Window Assemblies
The automation of parametric Roofs and Roof Slabs
The automation of parametric Structural Members
Dimensioning, Elevations, Sections, Callouts, Detail Components, Schedules
The use of Multiview blocks
The use of rendering
CONTENTS:
We use "follow along" assignments with "hands on exercises" is to support drafting, modeling and
presentation proficiency with an emphasis on "working drawings". Students pair up in teams, and
present the step by step sequences to build a 3D parametric model for working drawing
proficiency. Each exercise is presented by the teams to the class on a projector. One member
presents, while the other roams the room assisting individuals at their workstations and laptop PCs.
When we get to the point of sufficient understand of the CAD parametrics, we have the students
work on approved projects of their own choosing. The end product is of vested interest to the
student, and is "built" from intelligent architectural objects provided in ADT.
We also have various presentations from experts in architectural CAD practice, which now includes
an introduction to BIM. (Building Information Modeling).
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ARCHITECTURE 456--ARCHITECTURAL FIELD SKETCHING
3 Credit Hours, Architectural Emphasis Elective Course, Summer
DESCRIPTION:
Introduction to ways of strengthening the eye-hand coordination, sketching media, accurate
transferring of things seen into sketched image, capturing effect and various sketching techniques .
PREREQUISITES:
None.
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INSTRUCTOR:
Rahmani
OBJECTIVES:
The objective of this course is several. The first objective is to introduce students to ways by
which they can strengthen their eye-hand coordination and in so doing draw more
accurately and also more creatively. The second has to do with teaching the students
methods by which they can gain greater ability to capture proportions and transfer reality
accurately. Another objective of the course has to do with giving students access to a
variety of sketching media and how each captures a different effect from the one before it.
CONTENTS:
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Eye-hand coordination
Still life using the hand not usually used to draw with
Visual narrative of multiple scenes using frames
Capturing proportions and transferring reality into sketch
Drawing with charcoal and capturing the effect of surface
Drawing with charcoal and capturing vegetation
Sketching with water color
The course meets four times a day for six weeks over the summer. {a total of 12 contact hours per
based
on attendance,
performance
inisclass,
to act upon
week.) are
Course
material
i.e. examples
of methods
madewillingness
available through
slidesadvice
and atand
times in
class viewing of books.
Grades
homework.
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ARCHITECTURE 463/ 563 -- ARCHITECTURAL STRUCTURES Ill
Required for M.Arch, Elective for BS.Arch
DESCRIPTION:
Wind and seismic loads on architectural structures; high-rise structure systems; reinforced concrete
and masonry structures.
PREREQUISITES:
Arch 352
INSTRUCTOR:
Carper
OBJECTIVES:
This is the third course in a four-semester required sequence taken by students in Construction
Management, and the final course in a series of five required courses for Architecture students. A
sixth and seventh course are available as electives. In this course, seismic and wind forces are
studied. The influence of dynamic lateral forces on architectural structures is considered and
alternative responses are reviewed. The course attempts to cover the knowledge an architect
must have to appropriately consider lateral forces while making conceptual design decisions. The
available mechanisms for structuring tall buildings are included. New innovative structural systems
are studied, along with evolving theories of structural behavior. Reinforced concrete design theory
is presented and the theory is applied to both reinforced concrete and masonry systems.
CONTENTS:
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Seismic forces and their origin; Effects of earthquakes on the built environment
Land-use planning for hazard mitigation
Variables affecting ground motion
Effects of vibrations on architectural structures
Analytical methods: response spectrum, time history, shake tables, and equivalent static load
methods
Evolution of the seismic design codes: UBC, NEHRP/BSSC, IBC and international standards
Fundamental schematic design principles for seismic resistance
Wind forces on architectural structures
Base isolation and other mechanical engineering solutions
Professional responsibilities: involvement in formation of public policy
The high-rise building: philosophy and technology of tall buildings
Lateral force resisting mechanisms in tall buildings
Reinforced concrete and reinforced masonry design theory
Reinforced concrete beams, slabs, columns, foundations and retaining walls
photocopied materials.
Grades are based on weekly quizzes, a research paper, and a comprehensive final exam. Quizzes
comprise 503 of the course grade, the research paper 25%, and the final exam 25%. Quality of
participation is also rewarded.
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ARCHITECTURE 464/564 -- ARCHITECTURAL STRUCTURES IV
3 Credit Hours, Architecture Emphasis Elective, Spring Semester
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DESCRIPTION:
Deflection theory; classical and computer analysis for statically indeterminate architectural
structure systems .
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PREREQUISITES:
Arch 352
INSTRUCTOR:
Carper
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is the final course in a four-semester lecture sequence offered as an elective for students in
OBJECTIVES:
This
Architecture and in Construction Management. A subsequent directed study elective is also
available, Arch 498. In this course, a review of basic structural analysis concepts is given. Classical
deflection theory is provided and then applied directly to the analysis of statically indeterminate
structures-continuous beams and rigid frames. The personal computer is used to supplement
hand calculations and fundamental theory throughout the course. The students are exposed to
aspects of advanced structural theory and future directions in structural design methodology.
Students who lacked confidence in the basic structural theory for statically determinate systems
have their confidence and proficiency strengthened, and qualified students are motivated toward
further coursework or graduate study related to the technical aspects of architecture .
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CONTENTS:
• Review: loads on structures, reactions and bending theory
• Deflection theory
• Area-moment principles
• Double-integration method
• Analysis of statically indeterminate beams and frames
• Consistent deformation
• Moment-distribution
• Approximate methods {portal method, etc.)
• Computer-aided analysis
• Future directions in structural analysis and design
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This course is regularly presented over the Washington Higher Education Telecommunications
System {WHETS) simultaneously to students in Pullman and Spokane. Course material is made
available through lectures, in-class demonstrations, audio-visuals, assigned readings and homework
assignments. The textbook is supplemented by a prepackaged set of photocopied materials .
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Grades ore based on assigned homework, three in-class examinations and a comprehensive takehome final exam. Each component {homework, three exams, and final exam) contributes 203 to
the course grade. Quality of participation is also rewarded.
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ARCHITECTURE 480 - - ARCHITECTURAL INTERNSHIP
1-4 Credit Hours, Architectural Emphasis Elective
DESCRIPTION:
WSU offers Certified Architecture students an opportunity to receive Credit Hours for multiple
internships in industrial, professional or governmental situations for specialized or generalized
experience relevant to the degree that they are pursuing.
PREREQUISITES:
INSTRUCTOR:
Taylor {coordinator)
OBJECTIVES:
To provide a structure for monitoring professional intern experience.
CONTENTS REQUIREMENTS AND INSTRUCTIONS
ARCH 480 may be repeated up to a MAXIMUM of 4 Credit Hours. The course is evaluated on the
basis of length of time, quality of performance and challenge of the experience. The first two
criteria are based upon information provided by your internship supervisor. To assess the challenge
of the experience, a short portfolio that illustrates the range of work in which the student has
engaged shall be submitted. A certified student may sign up for only one designated experience
per semester for either l or 2 credits. One credit may be earned for every 175 internship hours. A
student may receive credit for a previous experience only if it has occurred within one year of the
beginning of the semester in which the credit is to be received. For example, a summer internship
may receive 2 credits during either the following fall or spring semester ONLY. Documentation of
experiences older than the example above will not be accepted. In keeping with the expectations
of the National Council of Architectural Registration Board, Internship credit may only be received
AFTER COMPLETION OF THE THIRD YEAR IN A PROFESSIONAL PROGRAM for experiences in which an
average of 35 hours per week were worked by the student for a minimum of l0 consecutive weeks.
1. The student must first receive permission to enroll by submitting:
a. the Internship Leaming Agreement
b. a letter documenting:
That the student hos completed the third year in the professional program
The organization and its contact information for which the student worked,
That they have contacted the principal--in--charge and that the principal has agreed to
complete
Identification of the semester for which the credit will be registered.
The student must request that the principaf...in--charge of the organization send the following:
a. a letter on official company letterhead that addresses the following:
The general duration of the student's involvement (hours/week, number of weeks)
The duties and responsibilities of the student and the number of hours worked
A general overall evaluation of the student's performance with a recommended grade
Signed and dated by both the student's supervisor and the principal-in-charge
b. A completed Rnal Employer Evaluation
3. The student is to submit:
a. an electronic portfolio that provides representative documentation of the internship
experience
b. A completed Student Evaluation of Internship Experience
2.
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ARCH 490 - HISTORICAL PRESERVATION -ARCHITECTURAL SEMINAR
2 credit hours, Architecture Emphasis Elective, Fall & Spring Semester
DESCRIPTION:
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This seminar concentrates on researching and building a museum exhibit that centers on the
embedded technology of the 193l Spokane Fox theater. The building was at the center of
Spokane's entertainment for decades and now has been bought by the Spokane Symphony and
remodeled as performing arts center. This classic art deco movie and performing arts center was
where Spokane first experienced large venue refrigerated air conditioning, sound on film "talkies",
and high intensity arc projection, and extensive dimmable theatrical lighting.
A fully functional miniature model is being built, which, when displayed with the original projection
and lighting equipment. The model has operable, motorized curtains, an LCD projection screen,
and contains it's own computer for automated display of early "talkies", and narrated explanations
of the "embedded technology" that was "cutting edge" at the time.
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PREREQUISITES:
INSTRUCTOR:
Cohen (Spokane)
OBJECTIVES:
To give students a first hand experience at historical preservation research, saving architectural
artifacts, studying architectural drawings, creating 3D architectural display models, dealing with the
politics of historical artifact preservation and display, and construction site realities.
Among the artifacts that the students have helped save from demolition are an original Simplex
Super arc projector, a Westinghouse D.C. power distribution panel, and a 2 1h ton resistance
dimmer. They are now stored in our storage locker where rehabilitation work is being performed.
CONTENTS:
The students have been required to meet with Fox Theater and Spokane Symphony staff,
construction personnel, a long time Spokane theater manager, seniors who have had affiliations
with the Fox, and others who have memories of the 193l grand opening. They also have been
meeting with representatives from Eastern Washington museums to assist in developing the display
design. The students have been doing extensive research on refrigeration, projection, and
technical working drawing detailing that relate to the building.
The Spokane I.DJ. studios serve as a location where the model is being constructed. The electronics
for the model is being assembled in Pullman with assistance from Electrical Engineering Students.
REQUIREMENTS:
The students are given tasks which need to be performed and match their talents, individually or in
teams. Work includes: CAD modeling, grant research and writing, historical research on Spokane
city history, the Fox empire, architectural theater technology, refrigeration history, theater organ
history, theater sound history, projection history, and museum display standards. Some do "heavy
lifting" and work on the full size historical artifacts.
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ARCHITECTURE 492-ARCHITECTURE, TOURISM, AND TRAVEL SEMINAR
3 Credit Hours, Architecture Emphasis Elective Course, Spring Semester
DESCRIPTION:
This seminar relies upon the premise that architecture is integral to the process of tourism and travel.
While encounter with the built environment is often inadvertent, it nevertheless shapes a large part
of the traveling {or touring) experience. In some cases, however, the very objective of travel is
architecturally-related, from eighteenth-century European trips to the monuments of classical
antiquity, journeys to Chicago's World's Columbian Exposition in 1893, or contemporary pilgrimages
to Frank Gehry's Guggenheim Museum in Bilbao, Spain. Because tourism is the world's number one
industry, cities everywhere compete to attract top-name architects to design signature buildings
intended to boost the local economy, improve civic image, and attract tourists. One might argue
that today's tourists are more interested in aspects of the built environment than anything else.
When and how did this phenomenon begin, and how have architects and architecture more
generally aided and abetted this process?
This seminar will explore that question through a series of readings and assignments that will draw
upon a number of important theories and ideas driving tourism scholarship. These include questions
of authenticity/inauthenticity, representation, memory, the gaze, colonialism and the "other," the
picturesque, the sublime, heritage, and marketing. Nonetheless, the built environment will always
remain central to our inquiry even if the readings do not always focus directly on architecture per
se. There will be a general focus upon tourism and travel in the modern world, but we will also
explore examples of "architourism" in the past. Our investigations into the past should raise
questions about the supposed newness of what is being called "architourism," and the degrees of
difference between then and now {if any).
While this is not a design course, the final project will encourage students' design talents. More
importantly, the seminar is "designed" to expose students to major issues and concerns that shape
much of the large-scale design world today. These issues are as often economic, political, social,
cultural, and class-based as they are design-oriented.
PREREQUISITES:
INSTRUCTOR:
Gruen
COURSE STRUCTURE: This is an upper-division seminar, featuring weekly group student-led
presentations and class discussions on assigned material. Thus, the success of every meeting will
rely as much on the participation, energy, and interest of the students as it will on the professor. It is
expected that students come to class each week prepared to discuss, debate, support, or criticize
the reading material - not merely to summarize and parrot back what was assigned.
REQUIREMENTS: There will be three short writing assignments during the course of the semester,
asking
students
issues
of tourism
travel
ideasneighborhood,
raised in the assigned
readings.
final project
will to
berelate
a critical
guidebook
to and
some
site,toblock,
town, city,
region,The
or
state. The topic and angle of the guidebook will be up to the individual student, but it must be the
equivalent of 10-12 double-spaced type-written pages, it must incorporate material we have
discussed during the course of the term, and it must be filled with images. Still, the guidebook must
have a critical edge; it should be rather unlike a conventional architectural guidebook. However,
the built environment must remain central to its focus. In the last two weeks of the semester,
students will also present ideas from their final projects to the class in an oral presentation.
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ARCHITECTURE 492 - AMERICAN VERNACULAR ARCHITECTURE SEMINAR
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DESCRIPTION:
3 Credit Hours, Architecture Emphasis Elective Course, Spring Semester
This seminar critically examines a large part of the built environment that we tend to ignore: the
everyday, the ordinary, and the vernacular. Indeed, one would be hard-pressed to learn much
about our subject in conventional texts on American architecture. Too often, vernacular
architecture is considered "non"-architecture, not "designed," and thus not worthy of scholarly
inquiry. We will interrogate such assumptions as we untangle the complexity of what might
otherwise seem a simple topic. The complexity of vernacular architecture is embedded in the
cultural landscape - at the intersection of human social relations, design, and the land. In this
respect, we will focus on the social and cultural processes that bring vernacular architecture into
focus, although we will also note how well-known designers or styles have been frequently inspired
or informed by the vernacular. To help understand these processes, we will read authors with
academic training or expertise in a variety of disciplines including architecture, architectural
history, urban design, landscape architecture, preservation, geography, American history,
American studies, anthropology, and folklore .
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PREREQUISITES:
INSTRUCTOR:
Gruen
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This seminar has a wide scope. We will explore everything from individual buildings to large megacomplexes; from the hand-crafted to the mass-produced; from the urban, the suburban, the exurban, to the rural; and from the distant past to the more recent past. Not only will we examine
building types typically associated with vernacular architecture (barns, log houses, rowhouses, and
the like), but also ethnic neighborhoods, shopping malls, gas stations, freeways, fast-food
restaurants, theme parks, and trailer parks. A rigid chronological format will not be followed, but
we will examine theories of the vernacular and historical case studies before reaching more recent
phenomena (such as edge cities, sprawl, and power centers) .
CONTENTS:
This is an upper-division seminar-style course, combining regular lectures with weekly student-led
presentations and general class discussions on assigned material. Thus, the success of every
meeting will rely as much on the participation and energy of the students as it will on the professor.
REQUIREMENTS:
There will be two short written projects due during the term, one of which is due on February 7 and
the other due on March 21. Both of these projects will require (relatively) short field trips to
neighboring towns, which you may do alone or in groups (although I am expecting different
projects from each of you). The final project will be more time consuming, and is due the final week
of class. That project will combine writing, research, images, and design/layout skills for an original
guidebook to an overlooked, and possibly misunderstood, port of the vernacular landscape. Each
student must also give an oral presentation in the last two weeks of class.
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Required Reading:
Paul Groth and Todd W. Bressi, eds., Understanding Ordinary Landscapes
John Brinckerhoff Jackson, Discovering the Vernacular Landscape
Dell Upton.John Michael Vlach, eds., Common Places: Readings in American Vernacular Arch.
Course Reader: Includes articles from books and journals on vernacular architecture.
ARCHITECTURE 493 - SUSTAINABILITY AND THE BUILT ENVIRONMENT SEMINAR
3 Credits Hours, Architecture Emphasis Elective
DESCRIPTION:
This course will discuss the relationship between architecture and ecology while investigating
current theory related to sustainability, economics, project delivery and LEED rating.
PREREQUISITES:
Open to Architecture, Construction Management, Interior Design, Landscape Architecture,
Engineering (other majors allowed by instructor permission)
INSTRUCTOR:
Taylor
OBJECTIVES:
The following topics are the goals for the course:
• Understand the current theories and leading thoughts in the area of sustainability
• Understand the effects of building on the ecology of the planet
• Understand the economics of buildings over time in terms of initial cost and operation
• Learn the latest trends in project delivery systems as they relate to sustainable design
• Understand and show proficiency in the US Green Building Council's LEED rating system
• Research and present case studies in sustainable design
CONTENTS:
Definitions of sustainability - discussion and research; Sustainable design - big picture/ global ideas
Prominent theorists and practitioners - presentations assigned
Theorists and ideas; Today's prominent theorists; LEED introduction
Case Study examples: US Green Buildings that work
LEED practice exam - compile questions and study guides
Theory Topics:
Sustainable buildings; Regenerative architecture; Natural Capital; "Peak Oil"; Solar communities;
The "zero-energy" home; Alternative to oil and gas; Zero emission vehicles; M. King Hubbert
logistics; "Cradle to cradle"; Local economies; Permaculture
Case Studies
Orenco Station, Portland; Nodal communities, Eugene; Seattle City Hall; Chesapeake Bay
Foundation; EPl-center. Montana State; Village Homes, Davis, CA; lslandwood, Bainbridge, WA;
Commerzbank, Frankfurt; Mt. Cenis, Germany; Seaside, Florida; Seattle City Library; EcoTrust,
Portland; Students can research other topics with instructor approval
Papers, presentations and case studies will be retained in a digital format on a common share
drive. The course will be summarized in Word documents, Power Point presentations and videos.
Each student will receive a copy of the work products on CD. Each deliverable will be "designed"
by the class as a whole. As it befits seminars, the students will be charged with determining the
course products.
Authors: David Orr, William McDonough, Amory and Hunter Lovins, Stuart Cowen, Sim Van der Ryn,
Stuart Brand, Tom Paladino, Matthew Simmons, Richard Heinberg, Michael Ruppert, Colin
Campbell, Ken Deffeyes, Michael Corbett, Peter Calthorpe, & others.
submittals and formatting
Evaluation: 153- LEED exam presentation and study guide; 253 - individual case study presentation
253 - theory presentation and short paper; 253 - attendance and participation; l03 - final CD
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ARCHITECTURE 495 -CONCEPTUAL ESTIMATING
3 Credit Hours, Architecture Emphasis Elective, Spring Semester
DESCRIPTION
Estimating is an art and a science, with heavy emphasis on craftsmanship and the routine
procedure of the estimator dedicated to the needs of his or her company. In Arch 495 we will
examine
these495
terms
and
theyorders,
apply special
to conceptual
estimating
for architects. In
addition, Arch
will and
dealconcepts
with topics
of how
change
estimates,
value engineering,
ethics and many more.
PREREQUISITES
Minimum Third year of Architecture status
INSTRUCTOR:
Kirk:
OBJECTIVES
Upon completion of this course, students shall be able to:
• Review quantity survey concepts.
• Understand the concept of applying labor to an estimate.
• Understand the concept of applying material to an estimate.
• Perform conceptual line item cost from work: up sheets to general estimating sheets.
• Estimate job overhead and understand its relationship to the total cost of the project.
• Estimate general conditions and waste factors .
• Understand the concept of Design Bid Build estimates I.E. hard bids
• Perform design build conceptual estimates
I Homework
Conceptual estimates
Conceptual estimates I homework: are individual assignments or group assignments performed
during the class period, or as in homework: outside of the class. These projects will relate to the
topics discussed to improve your basic estimating skills or for you to understand how a general
contractor prepares a bid. All homework: will be due at the beginning of the class period at the
exact time indicated on the specified day.
seating chart will be made. Punctuality, class attendance, participation and preparation are
Attendance & ParHcipation
A
direct reflections of your interest in the course. If you enter the classroom after roll has been taken,
or you leave early you will be considered absent. No excuses will be entertained. For each
absence from class, 3 points (3 %) of your grade will be deducted. For each absence from lab, 5
points (5 %) of your grade will be deducted. If you ore late for class (we start on my watch and not
YOURS), 23 of your grade will be deducted. After you have reached the 103 mark, the points will
be doubled and will take precedence over the other scores. You get two free class periods.
Required References
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- Lost semesters Architecture projects
- Contract Documents (purchased)
- Handouts, Class Notes (purchase from a copy center)
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Evaluation
Conceptual estimates I Homework 503
Attendance
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ARCHITECTURE 498 -- SEMINAR IN ARCHITECTURAL STRUCTURES
Variable 1-4 Credit Hours, Architecture Emphasis Elective Seminar, Spring Semester
DESCRIPTION:
Advanced study in architectural structure systems.
PREREQUISITES:
Arch 463/563
INSTRUCTOR:
Carper
OBJECTIVES:
This elective provides the opportunity for motivated students to explore a variety of topics related
to architectural structure systems and related technical aspects of architecture, beyond the
content of the required course sequence. On a regular basis, a directed formal seminar is offered,
addressing topics of interest to the students enrolled in the seminar. These topics have included all
the subjects listed under "Contents."
CONTENTS:
Variable topics, depending on individual student interests. The formal seminar each Spring
semester regularly addresses the following topics:
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Base isolation and other advanced seismic design technologies
Conflicts between seismic design principles and the tenets of Modernism: Was LeCorbusier a
murderer?
Extreme winds: design implications for architects and builders
Wind and the urban habitat
Tall buildings: evolution of esthetics and structural concepts
Fire in buildings
Lessons from building failures: selected case studies
The "magic" of prestressed concrete
Future directions in structural design philosophy: advances in reliability-based design
The ethics of professional practice
Variable. depending on topic and number of credits. The course is repeatable to a cumulative
maximum of 4 credits. For the formal seminar, class usually meets once per week for one hour for
one semester credit. Grades are determined on the basis of quality of participation, a research
paper, and/or a presentation on a technical topic chosen by the student.
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ARCHITECTURE 464/564 -- ARCHITECTURAL STRUCTURES IV
3 Credit Hours, Elective Lecture Course, Spring Semester
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PREREQUISITES:
Arch 352
INSTRUCTOR:
Carper
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OBJECTIVES:
This is the final course in a four-semester lecture sequence offered as an elective for students in
Architecture and in Construction Management. A subsequent directed study elective is also
available, Arch 498. In this course, a review of basic structural analysis concepts is given. Classical
deflection theory is provided and then applied directty to the analysis of statically indeterminate
structures-continuous beams and rigid frames. The personal computer is used to supplement
hand calculations and fundamental theory throughout the course. The students are exposed to
aspects of advanced structural theory and future directions in structural design methodology .
Students who lacked confidence in the basic structural theory for statically determinate systems
have their confidence and proficiency strengthened, and qualified students are motivated toward
further coursework or graduate study related to the technical aspects of architecture .
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CONTENTS:
• Review: loads on structures, reactions and bending theory
• Deflection theory
• Area-moment principles
• Double-integration method
• Analysis of statically indeterminate beams and frames
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DESCRIPTION:
Deflection theory; classical and computer analysis for statically indeterminate architectural
structure systems .
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Consistent deformation
Moment-distribution
Approximate methods (portal method, etc.)
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Computer-aided analysis
Future directions in structural analysis and design
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This course is regularly presented over the Washington Higher Education Telecommunications
System (WHETS) simultaneously to students in Pullman and Spokane. Course material is mode
available through lectures, in-class demonstrations, audio-visuals, assigned readings and homework
assignments. The textbook is supplemented by a prepackaged set of photocopied materials.
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Grades are based on assigned homework, three in-class examinations and a comprehensive takehome final exam. Each component (homework, three exams, and final exam) contributes 20% to
the course grade. Quality of participation is also rewarded.
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ARCH 577 - THEORIES AND METHODS OF URBAN CONSTRUCTION.
3 Credit Hours, Architecture Emphasis Elective Lecture Course. Fall Semester
DESCRIPTION
The focus of the course is first upon the formative elements of city development: its morphologies.
theoretical concepts, planning strategies and spatial structure. Secondly the course proceeds to
analyze the transformation of the city core in major European and American centers following the
rapid urbanization of the second part of 19th century, continuing into the 2Qth.
PREREQUISITES:
Graduate or Senior standing is required
INSTRUCTOR:
Mutin
OBJECTIVES
The objective of the course is to familiarize the students with the morphological elements and
spatial structure of the cities permitting them in the second part of the semester to conduct the
research of the chosen city and analyze its elements.
CONTENTS
The course at first engages in the study of the morphological elements of urban centers:
topography, wall and water defining early city developments in Africa, the Asian continent, Europe
and the Americas and connecting those with the forming of city typologies. The course then
reviews theoretical planning concepts: e.g. the formulation of the grid, which became the
foundation of formal planning in the cities of the ancient world. The evolution and variants of grid
planning will be studied ending with the detailed observation of the modem gridiron in the cities of
North America and other locations. After defining the morphology and planning principles
undertying city development, the course will analyze the elements of cities public spatial structure:
important open spaces, major gardens and parks, key buildings and principal boulevards and
streets and city imagery. The course next focuses on the import of monumental planning in the
principal European and American cities between XVII and XIX centuries. It continues with the study
of the transformation of the urban core and commercial growth of the major cities toward the end
of the nineteenth century and the related evolution of tall building in American cities
REQUIREMENTS
The students will conduct studies by preparing figure ground of an open space of their choice, and
prepare the models of the Positive and Negative of that space studying entry points, light air.
direction of movement and proportion of the space. The students then will conduct the research of
the chosen city including comprehensive analysis of its origins. evolution of spatial elements, and
study of major developmental factors. The findings will result in a paper and supporting graphic
material presented to the class. The research will include origin and nature of the settlement with
mops and old photographs, the discussion and interpretation of most influential elements in the
development of the city including graphic material documenting public spaces, diagrams
documenting city evolution. figure ground establishing the relationship between original city layout
and its present pion and photography of the existing conditions if possible in reproduction.
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CSTM 102 - INTRODUCTION TO THE CONSTRUCTION INDUSTRY
2 Credit Hours, Elective Lecture Course, Spring Semester
DESCRIPTION:
This course is an overview of the construction industry and an introduction to construction
management principles and concepts.
PREREQUISITES:
None
INSTRUCTORS:
Chert
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OBJECTIVES:
The basic objective of this course is to increase the student's professional understanding of the
construction industry and the role of construction management in the project life cycle. Specific
objectives are to:
• Identify the industry sectors and project participants in the life cycle of a project.
• Understand the construction organization and the career paths associated with construction
management .
• Recognize the project life cycle and the meaning of project delivery.
• Goin familiarity with common terminology and nomenclature involved in the design,
development and construction of a project.
• Understand how to formulate a construction estimate and the relationship of bid and
construction documents to the overall construction management of the project.
• Explain what project management is and how the flow and control of information on the
project affects its outcome.
• Demonstrate the ability to understand the different roles of project participants and the
management of resources for proper project execution .
• Explain how to utilize project controls to control time and money on the project.
• Explain the procurement process as it relates to the project life cycle.
• Recognize the nomenclature used for bonding and insurance requirements for a construction
project.
Introduce the concepts of green building and sustainability as it relates to the construction
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• Introduce the rules and regulations for proper safety and health on the project.
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CONTENTS:
This introduction class identifies the project participants, project life cycle and the integration of
the entire process in regards to the construction manager. We review the resources necessary to
assure the successful completion of a construction project. The course will include the
introduction of industry terminology, the construction organization and the different career paths
available for the construction professional. This includes the introduction of the project life cycle
as it relates to issues such as project delivery, project controls, sustainability, direct project
objectives and the integration of the construction management professional with different project
participants to complete a project. We will introduce concepts built upon the Construction
Management Program.
Student grading based on lectures, class handouts, guest lectures and a textbook evaluated
through quizzes, a mid-term, a final project and final exam. The final project consists of a proposal
to provide construction management services to a logistically challenging design build project .
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CONSTRUCTION MANAGEMENT 201 -- MATERIALS I
3 Credit Hours, Required CM Course, Fall Semester
DESCRIPTION
This is the first course in the construction materials sequence required of all students pursuing the
Bachelor of Science Degree in Construction Management. This course is designed to introduce
students to the primary materials used in below-grade building substructures (concrete and
masonry) and above-grade building superstructures (Structural Steel and Wood). The course is
generally organized consistent with the Construction Specification Institute {CSI) Format common to
the architecture and construction industries.
PREREQUISITES
Certification in Construction Management or Architecture
INSTRUCTOR:
Kirk
OBJECTIVES
The goal of the course is to introduce the student to Concrete, Masonry, Steel and Wood as
building substructure and superstructure materials. Upon successful completion of this course the
student will have competency with respect to terminology/vocabulary, principle properties, key
building codes, quality control procedures, specifications and selected problems or issues related
to these materials.
CONTENTS:
Part l: Key Substructure Materials:
CSI Division 3, Concrete, Text Chapter 13
Week 1 :Concrete
Week 2: Concrete
Week 3: Concrete
Week 4: Reinforcement
CSI Division 4, Masonry, Text Chapters 8, 9 & 10
Week 5: Masonry
Week 6: Masonry
Week 7: Masonry
Week 8: Mid Term Evaluation Process
Part 2: Key Superstructure Materials:
Week 9: Steel
CSI Division 5, Steel, Text Chapter 11
Week l0: Steel
Week 11: Steel
CSI Division 6, Wood, Text Chapters 3, 4 & 5
Week 12: Wood
Week 13: Wood
Week 14: Wood
Week 15: Semester Evaluation Process
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Form of Instruction: Lecture. Textbook: Edward Allen. Fundamentals of Buildina Construction.
Wiley, fourth edition. General Evaluation Criteria: 353 Mid-Term Evaluation; 353 End of Semester
Evaluation; 203 Vocabulary Quizzes; l03 Attendance and Participation. Plagiarism and Cheating
is not condoned by the University, the penalties for this conduct consistent with university policies.
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CONSTRUCTION MANAGEMENT 202 - MATERIALS II
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3 Credit Hours, Required CM Course, Spring Semester
DESCRIPTION:
This is the second course in the construction materials sequence required of all students pursuing the
Bachelor of Science Degree in Construction Management. This course is designed to introduce
students to the primary materials that are used in the construction of typical building envelopes,
interiors, interior surfaces and finishes. This course is generally organized consistent with the
Construction Specifications Institute (CSI) Format common to the architecture and construction
industries. Successful completion of CstM 201 Materials I is required before enrolling in this course.
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PREREQUISITES:
Certification in Architecture or CM, Math 171 or 206, Phys 101 or 201
INSTRUCTOR:
Kirk
OBJECTIVES:
The goal of course is to introduce the student to the construction materials commonly used in
building envelopes, interior surfaces and finishes. On successful completion of this course the student
will have competency with respect to the terminology/vocabulary, types, key building codes, quality
control, specifications and selected problems or issues related to the use of these materials.
CONTENTS:
Building Envelope:
CSI Division 7, Thermal and Moisture Control, Text Chapters 2, 7, 16, 17, 18, 19, 20, 21
Week 1: Roofing
Week 2: Roofing
Week 3: Flashing
Week 4: Cladding
Week 5: Cladding
Week 6: Windows
Week 7: Waterproofing
Week 8: Midterm Exam
Midwall:
Week 9: Insulation - Text Chapter 22
Week 10: Fire Protection
Interiors and Interior Surfaces
CSI Division 9, Finishes, Text Chapter 23
Week 11: Gypsum Board (Drywall), Text Chapter 24
Week 12: Acoustical Ceilings Week 13: Flooring-Vocabulary, Text Chapter 6
Week 14: Paint, Text Chapters 7 & 18
Week 15: Doors/Hardware
Week 16: Final Exam
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Form Of Instruction Lecture.
Textbook: Edward Allen. Fundamentals of Building Construction. Wiley, fourth edition
Grading: 35% Mid-Term Evaluation; 353 End of Semester Evaluation; 203 Vocabulary Quizzes;
103Attendance and Participation
Plagiarism and Cheating is not condoned by the University, the penalties for this conduct will be
consistent with all university policies.
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CONSTRUCTION MANAGEMENT 252 - PROJECT MANAGEMENT, CONTRACT ADMINISTRATION
Credit Hours 4, required CM Course, Fall and Summer Semester
DESCRIPTION:
The study and understanding of project management and administrative procedures found within
construction projects and the respective communication, interpretation and documentation
required. The course addresses the core requirements of project management through
investigating the practices primarily used in administering a construction project. Included is a
basic understanding of plans and specification as contract documents.
PREREQUISITES:
Certification in Architecture or CM
INSTRUCTOR:
Chert, Gunderson
CONTENTS:
CONTRACT ADMINISTRATION TO PROJECT MANAGEMENT
Project Management consists of phases, groupings, types, processes and systems
Understanding Project Controls/ Communication/Correspondence/Control
Contract documents, document control and contract types
Job Start-up, buyout and the procurement process
PROCUREMENT/SELECTED PROJECT PLANS/SPECIFICATIONS
The Procurement Process-Submittals to Delivery-Design Coordination
Introduction to the Documents/Drawing Conventions/Grid Lines/Locations
Vertical Control-Where Do You StartQuality Control and Assurance on the Project
SELECTED PROJECT - SPECIFICATIONS
Below slab systems
Concrete Construction
Field Trip/Structural Steel
Anchor bolts/structural basics/Structural Steel
FIELD MANAGEMENT & QUALITY SYSTEMS
Structural Steel/Shop Drawings
Rough Carpentry
Architectural
Systems/Mechanical/Plumbing/Electrical
Drawings
PROJECT CONTROL SYSTEMS-PROJECT STATUS/CONTROL/PAYMENT
Correspondence/Student Project Manual Review
Brick Veneer-The Bid Process
Mock Bid Review/Quality Systems /Final Project Handout
Brick Veneer Mock Bid Day
THE FLOW & CONTROL OF INFORMATION
Change Control Systems/Managing Change
Payment/Cost Control/Progress Reporting/Cash Flow
Project Close Out/Commissioning
Final Beam/Project Manual Due
TEXT/DOCUMENTS/REFERENCES: Plans/Specification Package-Selected Project; Handouts (sometimes
purchased); Articles; Other Texts
EVALUATION: Project Manual 603; Mock Brick Veneer Bid 103; Final Beam
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DESCRIPTION:
This class studies the 2006 International Building Code and supporting documents as a means to
provide designers a sense of how to understand the code application process by first reviewing
each major chapter, then applying them in several design scenarios. Actual building projects ore
studied in context, along with varying plan review interpretations. Guest lecturers cover specialized
topics, such as sprinklers, and city building departments .
PREREQUISITES
INSTRUCTOR:
Burnett
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CONSTRUCTION MANAGEMENT 253 - CODES AND ZONING
3 Credit Hours, Required Lecture I Lab Course, Fall Semester
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Zoning
The purpose of this class component is to understand how each city expresses it's desires and
aspirations to control city growth, character and sense of community via zoning. There ore some
similarities (each has commercial, residential areas), however the expression is quite different
between cities across the nation. We do this by lectures, readings and a practical problem: find out
what it tokes to fit a selected project into each of three cities. The students learn the expectations
of a developer, and the logistics of obtaining a building permit.
base objectives of this course tor students of construction to understand the process of design
Codes
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as it relates to public health, safety and general welfare, then observe the practical
implementation by proper use of building systems and materials. The building code lectures take
the students through the design sequences mentioned above, then they study building designs by
being given actual project working drawings and taking the plan reviewers point of view, in
determine code compliance and alternative designs.
We begin by studying city zoning theory and practice from excerpts of Herbert Smith's "The
Citizen's Guide To Zoning", "the Zoning Boord Manual" by Fredrick H. Bair, Jr. and "City Zoning" by
L. Weaver and Richard F. Babcock. We study land use policy by selecting hypothetical
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projects and researching the procedures for permitting construction in three cities (Pullman,
Spokane and Seattle). We use each city's public web resources to guide us through all of the steps
in project permitting and approvals. Student teams present (via power point) the results of their
web searches relative to their selected project. Additional detail is provided in a class handout.
While the students work on zoning projects, we await copies of the 2006 International Building Code
and student ICC student memberships. We study (via lecture and review of working drawings) how
building codes provide the minimum requirements for safe design and construction. We start with
the steps in code compliant design (occupancy, general building limitations, types of construction,
fire resistant construction, means of egress, access}, then explore building systems and materials
(exterior walls, roofs, structural loading, concrete, masonry, steel, wood, glass & glazing, plumbing,
conveyance systems, public way and existing structures).
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CONSTRUCTION MANAGEMENT 360/462 - PLANNING AND SCHEDULING
3 Credit Hours, Elective Lecture/Lab Course, fall Semester
DESCRIPTION:
This course covers the principles and concepts required to plan and schedule construction projects.
We review the tools available to assure the successful completion of a project through the project
lite cycle by utilizing proper planning and scheduling techniques.
PREREQUISITES:
Certification in Architecture or CM, CSTM l02, CSTM 252, ARCH 30 lor CSTM 20 l
INSTRUCTOR:
Chert
OBJECTIVES:
The basic objective of this course is to develop the student's ability to plan and schedule utilizing
construction industry techniques and tools. This includes the understanding and development of
the following objectives:
l. Develop the tools as a Project Manager to utilize the Critical Path Method for planning and
scheduling projects.
2. The ability to develop a work breakdown structure, utilize milestones, identify activities and
production rotes to develop an activity network.
3. Teach an understanding of the importance of good planning and scheduling techniques for all
facets of the project life cycle.
4. Understand the basic six steps to plan and schedule any project.
5. Through examples, understand the contract requirements, the ownership of float, earned value,
progress measurement and physical percent complete as it relates to managing a construction
project by a project schedule.
6. Develop a resource curve through resource loading, resource utilization and resource leveling
of the projects resources.
7. Become familiar with bar chart schedules, short interval scheduling, look-ahead schedules and
identifying the ability to develop work packages to meet project deadlines.
8. Review the games played by project participants in regards to project scheduling.
9. Understand the management of change on a project by updating, analysis, reviewing delay
issues and the impact of changes to a baseline schedule.
l0. Develop a Critical Path Schedule utilizing a pencil, Primavera software and Microsoft Project
software.
CONTENTS:
The course will include the understanding of industry terminology, planning and sequencing
construction projects, basic scheduling techniques, activity identification, schedule development,
calculations, updating and resource planning. The class provides the student hands on
opportunities to work with the Precedence Diagram Method and the Critical Path Method of
scheduling tor construction projects. Computer based scheduling software will be introduced
through Primavera and Microsoft software products.
Through lecture and the application of the technique in lab, a student's lab assignment is graded
on how well they perform each application. A midterm exam is given to assure the student
understand all the basic concepts for proper planning and scheduling the critical path method
{CPM). Each student will submit three CPM schedules based on three unique projects as their final
project assignments.
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CONSTRUCTION MANAGEMENT 362 -- LEGAL ASPECTS OF CONSTRUCTION AND DESIGN
3 Credit Hours, Required Lecture Course. Fall Semester
This course was created primarily for undergraduate construction management and architecture
DESCRIPTION:
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majors, and comprises a study of key elements of statutory and common law governing the
practice of design and construction in the United States. Attention will also be devoted to aspects
of architectural and construction project contract administration aimed at preserving contract
rights and remedies, avoiding disputes and reducing exposure to monetary loss. The course
delivery method is lecture, augmented by homework assignments requiring the consideration of
representative court decisions related to certain lecture topics, and quizzes on selected topics .
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PREREQUISITES:
INSTRUCTOR:
Heustis
EVAULATION: Each student's final grade will be the result of the following graded work. with the
indicated weighting: Homework: 30 3; Quizzes 10 3; Mid-term Exam: 30 3; Final Exam: 30 3
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WRmNG (in general): With respect to the law: words, clarity and correctness of written expression
are of extreme importance; therefore, it is expected that any written work submitted in this course
{exam, quiz and homework) will be written at a professional (darn near perfect) level of quality.
Correct word choice, spelfing, grammar, punctuation, sentence structure and organization is
expected for all written work, and scoring will reflect this expectation .
WRmNG IN THE MAJOR: This course is designated as a "Writing in the Major" course. There will be at
least two "pure writing" assignments of at least one page in length required 9f each student. In
addition, each of the four (4) homework assignments distributed periodically throughout the course
require at least one ( 1) page of writing. Collectively, the "pure writing" assignments and the
homework assignments comprise 303 of the student's final course grade, and a major component
of the grade for each assignment is the quality of the students' writing. All students will receive
significant feedback regarding the quality of their writing on each of these assignments. If the
writing is not of acceptable quality then the student will be required to re-write the assignment until
it is resubmitted with acceptable quality .
NOTES ON MINIMUM STANDARDS: Revising Acceptable Work: If a student receives a 3 score of 703
or above on any assignment for which writing is a major component, and if the writing quality (not
correctness of content) was judged to be "poor" on that assignment, the student may revise that
assignment with respect to writing quality and resubmit the assignment for re-evaluation.
Revising Unacceptable Work: The professor reserves the right to issue a temporary score of "O" on
any individual homework assignment, quiz or exam receiving a% score of less than 70%, or
otherwise considered by the professor to be of unacceptable quality. If a student receives a
temporary score of "O" on any course element, the student will be given one chance to re-submit
the course element at a future specified time and at a near perfect level of quality. If the student
does this, the temporary score of "O" will be replaced with the originally received score for the
course element. If the student does not do this, then the temporary score of "O" will become
permanent. Any student who. at the end of the course, has a score of "O" on one or more
elements of the course will receive a final grade of "F" for the course. THERE WILL BE NO FINAL
GRADES OF "D" issued in this course. Students must obtain a min score of 703 to pass.
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CONSTRUCTION MANAGEMENT 370 - ESTIMATING I
3 Credit Hours, Required Course, Fall Semester
DESCRIPTION:
procedure of the estimator dedicated to the needs of his or her company. In CST M 370 we will
examine various terms and concepts and how they apply to the three basic elements of
estimating: quantity survey, price extension and bidding. In addition, CST M 370 will deal with topics
of the art of quantity survey, the science of pricing, change orders, special estimates, value
engineering, ethics and many more. Lab and homework exercises will be used to apply practical
knowledge to the estimating process.
PREREQUISITES:
Certification in Construction Management or Construction Management Minor; Cst M 252 or a Civil
Engineering Student
INSTRUCTOR:
Peschel
OBJECTIVES:
a. Review quantity survey concepts acquired.
b. Examine various procedures in performing quantity surveys and set-up procedures.
c. Understand the art and science of price extensions with emphasis on the philosophy of labor
productivity and equipment cost.
d. Understand the concept of applying labor to an estimate.
e. Understand the concept of applying material to an estimate.
f. Apply basic concepts of reading working drawings and techniques of quantity survey.
g. Perform line item costs from work up sheets to general estimating sheets.
h. Estimate job overhead and understand its relationship to the total cost of the project.
What is not covered in this course is bidding and extension pricing. This course concentrates
on the art and the science of creating line items from the working drawings, with extensive
review of the philosophy of creating labor line item cost based on production and material
cost. We will not use "canned" cost books (e.g. R.S. Means). The goal is for you the students
to be able to create any line item cost that is needed today and into the future.
REQUIREMENTS:
EvaluaHon
1. Assignments &/or Homework
503
2. Quizzes
253
253
3. Attendance & Participation
Total:
1003
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CONSTRUCTION MANAGEMENT 371 - ESTIMATING II
3 Credit Hours, Required Course, Spring Semester
DESCRIPTION:
procedure of the estimator dedicated to the needs of his or her company. In Cst M 371 we will
examine the applicable terms and concepts and how they apply to the three basic elements of
estimating: quantity survey, price extension and bidding. In addition, Cst M 371 will deal with
the topics of change orders, special estimates, value engineering, ethics and various others. Lab
and homework: exercises will be used to apply practical knowledge to the estimating process,
such as bidding, and computer applications to estimating problems.
A key component of this course will be incorporating a realistic integration element requiring a
considerable investment of time researching and assigning value to constructability issues and
developing a conceptual estimate while working in a team environment with Jrd year
Architecture students. This component will require a significant commitment on the port of the
Construction Management students, Architecture students as well as the participating faculty
involved with this process in order to make this a successful integration experience. This
experience will simulate "real world" circumstances that a Construction Manager would be a
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part of and, therefore, shall be approached in the same professional manner.
PREREQUISITES:
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Certification in Construction Management; Cst M 370.
INSTRUCTOR:
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OBJECTIVES:
1. Review quantity survey concepts acquired in Cst M 370.
2. Examine various procedures in performing quantity surveys and set-up procedures.
3. Understand the art of price extensions with emphasis on the philosophy of labor
productivity and equipment cost.
4. Understand the concept of applying labor to an estimate.
5. Understand the concept of applying material to an estimate .
6. Apply basic concepts of reading working drawings and techniques of quantity survey.
7. Perform line item cost from work up sheets to general estimating sheets.
8. Estimate job overhead and understand its relationship to the total cost of the project.
Produce simulated bids through evaluating subcontractor's bids and other construction
procedures.
9. Estimate general conditions and waste factors.
l0. Determine and evaluate constructability issues and develop a conceptual estimate
through interaction with Jrd year Architecture students.
REQUIREMENTS:
EVALUATION:
Bid Project & Conceptual Estimate Project
Hot Seats
In-class Projects/ Homework:
Quizzes
Attendance & Participation
Total:
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253
203
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CONSTRUCTION MANAGEMENT 457 - CONSTRUCTION METHODS AND PROCESURES II
3 Credit Hours, CM Required Course, Spring Semester
DESCRIPTION:
This course covers methods and procedures for constructing a structure from the ground elevation
up and corresponding requirements. The content of this course builds on information learned in
Arch 330, Materials, and Cst M 465, Construction Methods & Procedures I. The construction
materials and methods discussed will be presented as integrated aspects of different construction
systems that might be incorporated in residential, commercial and/or heavy/civil construction
projects. In Cst M 457 students will explore wood, concrete, and steel systems used in structures. In
addition, students will become familiar with various wall types, exterior and interior, glass and
glazing, and finishes. In Cst M 457 students will learn about protecting the structure from the
environment including thermal and moisture control and seismic.
PREREQUISITES:
Certification in Architecture or Construction Management, Cst M 456, Construction Methods &
Procedures I
INSTRUCTOR:
Gunderson
OBJECTIVES:
Students will be expected to:
• Understand residential, commercial, and heavy/civil construction systems, materials, and
practices.
• Integrate knowledge of plans, specifications, product data submittals, shop drawings, and
other construction documentation as they pertain to construction.
• Evaluate the technical specifications and there relationship to the materials and installation as
a system.
• Explain the complexity of crews, equipment and planning in constructing a residential,
commercial, and/or heavy/civil structure.
• Critique various systems and materials and integrate them into the structure as a whole.
CONTENTS:
• Building Systems, Value Engineering, Sustainable Construction
• Soils/Excavation, Foundations
• Concrete Construction, Sitecast Concrete, Pre-Cast Concrete
• Masonry, Structural Steel Framing, Structural Timber Framing
• Roofing Systems, Glass & Glazing, Building Exterior Systems
• Selecting Interior Finishes, Interior Walls & Partitions, Finish Ceilings & Floors
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Doors & Hardware
Required Text, Allen, E. & lano, J. {2004). Fundamentals of Building Construction, 41h Edition, Wiley
and Sons, References - Handouts - Magazine articles
Evaluation and Grading: 750 points= Exams (3@ l00 each)300 points: Final Exam {Cumulative) I50
points; Quizzes 50 points; Assignments 150 points; Participation l00 points. There will be no D's
awarded in this course. A score of 524 points or below earns an F
Assignments are completed outside of the class. Homework is due at the beginning of class.
Assignments turned in late will not be accepted.
Students are expected to spend between 6 and 9 hours per week studying outside of class.
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CONSTRUCTION MANAGEMENT 460 - CONSTRUCTION COST MANAGEMENT
3 Credit Hours Required CM Course, Fall Semester
DESCRIPTION:
This course investigates principles and practices of budgeting, tracking and managing construction
costs at the project level, providing a basic understanding of techniques for monitoring and
reporting construction company profit/loss at the corporate level.
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PREREQUISITES:
Certification in Architecture or Construction Management, junior/senior level
INSTRUCTOR:
Heustis
OBJECTIVES:
To provide the student with a detailed understanding of principles and practices of budgeting,
tracking and managing construction costs at the project leveL and a basic understanding of
techniques for monitoring and reporting construction company profit/loss at the corporate level.
CONTENTS:
Lectures covering the following construction cost management topics:
• Basis control theory
• Construction Project Budgeting
• Construction Project Task Re-budgeting
• Monthly progress Billings
• Work in progress Cost reports
• Cost Variance Analysis
• Project Auditing
• Corporate Profitability Reporting
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Assignments in support of the lecture topics requiring students to produce a:
• Construction Project Budget
• Task Re-Budget
• Billing Documents
• Cost Variance Analysis
• Cash Flow report
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Project Budget
Task
Re-Budget
Billing
Documents
Cost
Variance
Analysis
Cash
Flow
report
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Final Exam
Work-in-Progress Quiz
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CONSTRUCTION MANAGEMENT 475 -- SENIOR CAPSTONE PROJECT
3 Credit Hours, Required CM Course, Spring Semester
DESCRIPTION:
Students will organize into teams of five (5) students each, thereby forming multiple mock
construction companies. Each company will prepare and present a proposal to an owner group
(comprised of CM faculty and local industry representatives) that is about to commence a major
construction project. A CM at Risk project delivery system is specified for the project. Each
company will compete for the same project and respond to the same Request for Proposal (RFP).
PREREQUISITES:
Senior standing
INSTRUCTOR:
Heustis
OBJECTIVES:
This course is intended to provide an opportunity for senior CM students to synthesize and apply key
knowledge and skills developed in previous CM courses. Students will do this by engaging in a
simulated "real world" competition for the award of major construction project to be completed in
a CM at Risk (CM/GCJ format.
CONTENTS:
The Senior Project course will comprised of weekly mandatory lecture meetings and activity
sessions. During the mandatory weekly lecture meetings the professor will discuss the required
elements of the proposal and offer suggestions as to presentation content and strategies. The
professor will not be re-teaching the material elements of the course (i.e. cost estimating,
scheduling, project management, etc.) - it is assumed that senior CM students already know this
material. During the mandatory weekly activity sessions student teams will work independently to
complete their proposal and to prepare for the owner presentation. Tearn presentations to "the
owner group" will occur at the end of the semester, on a day and at a time to be specified.
Lecture content and milestone work product requirements and due dates are as depicted in the
Senior Project Course Schedule attached to this syllabus.
Note:
An important aspect of this course is that senior CM students organize, monitor and direct
not direct work. Students are alerted to the most dire consequences of lassitude and/or
their own work as individuals and as members of a team. The professor will act as a resource but,
will
procrastination.
TEAM REQUIREMENTS:
Each team will designate a "project captain", who will coordinate the team.
1. Each team will be comprised of five (5} self-selected student members.
2.
3. It is expected that teams will meet during the mandatory weekly activity sessions, as well as out
of class time as the work may require.
4. Each team member will submit a weekly time card to the team captain, who will then approve
the time card and submit copies to the Professor.
5. Each team will designate a: Chief Executive Officer (CEO), Project Pre-Construction Manager,
Project Construction Manager, Project Superintendent, Project Cost Estimator
EVALUATION: Participation 153 of final grade; Milestone Work Product 303 of final grade; Final
Proposal30% of final grade; Presentation 253 of final grade
WRITING IN THE MAJOR: A major component of the grade for the Milestone Work Product and the
Final Proposal, is the quality of the students' writing.
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4.4 Faculty Resumes
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EDUCATION:
PhD, Histories and Theories of Architecture, The Architectural Association, London
Master of Architecture, University of Utah
Bachelor of Science in Resource Economics, University of Vermont
TEACHING EXPERIENCE:
Associate Professor, School of Architecture, WSU at Spokane
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1985
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1991-present
The
Catholic
UniversityDesign
of America
School
of Architecture
Planning, Graduate Design
Studio,
Undergraduate
Studio
Program
and Summerand
Institute
1990--91
Thursday, March 30, 2006, Audian Theater, Pullman, WA.
PUBLICATIONS/RESEARCH/CREATIVE WORK:
• "Theory Informatics Architecture," paper delivered at the public WSU Theory Symposium,
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RESUME
JOHN H. ABELL, PhD, M Arch, AIA
Mother
Child Wall creative design research poster, WSU Showcase, Spring, 2005.
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Interdisciplinary Design Institute Research Focus Week, Wednesday, Oct 6, 2004.
"Sidewalkscape: Spatial Artifact and Cultural Artifice," City of Spokane Spokane Building
Blocks Program, Urban Design Panel, June, 2004. Televised video of presentation, Public
TV Channel 5, twice weekly during July, 2004. Moderator, Steve Franks, City of Spokane
Director of Planning Services.
Mother & Child Wall, Installation, Private Public Space Exhibition, SFCC Fine Arts Gallery,
Spokane, Washington, January 5-30, 2004.
Morphological Models in Recent European Philosophy and its Application in North
American Architectural Design, The American Planning Association, Inland Northwest
Chapter Annual Meeting, Keynote Speaker, Priest Lake Idaho, May 14, 2002.
Co-Curator, The Perspective Project-Tug of War Exhibition, Interdisciplinary Design
Installation by Peter Wiehl (Video Artist) NYC, and Smith Miller Hawkinson Architects, NYC,
SFCC Gallery, Spokane, Washington, April 2-May 4, 2002.
"Daydreaming Spokane" paper, American Collegiate Schools of Architecture West
Central Region Conference Proceedings, Winnipeg Manitoba, October 21-24, 1997.
Abell, J., Brown, C., Gard, K., Munter, K., "Dissimulated Places," paper, American
Collegiate Schools of Architecture Western Region Conference Proceedings, Pullman
WA, October 21 - 23, 1997.
"Dichotomous Spokane," Arcade, The Northwest Journal for Architecture and Design,
article, spring 1997.
"Growth Management Forum," AIA Spokane journal, Spokane Washington, Septl 996.
"Framing Emergent Principles", paper, American Collegiate Schools of Architecture
National Conference Proceedings, Boston, MA, March 19, 1996.
Landscape Journal, Book Review, Volume 14, Issue 2, 1995, Cities and Buildings:
Skyscrapers, Skidrows and Suburbs, 304 pp., Johns Hopkins University Press (1994, Ford., L.).
"Framing Emergent Properties", paper, American Collegiate Schools of Architecture
Northeast Regional Conference Proceedings, Temple University, Philadelphia, PA,
November 10, 1995.
Abell, J., Schindler, Richard. Collage City" Installation and Exhibition, City of Spokane City
Hall, January, 1995.
East Downtown Spokane Study Report, 1995, project director and report editor, funded
by contributions from the Downtown Spokane Partnership, AIA Spokane, APA Inland
Empire, The Joint Center for Higher Education, WSU Spokane.
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HONORS/AWARDS/GRANTS
• Abell, John., O'Day, Tom; Davis, Glen; Co-Curators, The Perspective Project-Tug of War
Exhibition, Interdisciplinary Design Installation by Peter Wiehl (Video Artist) NYC, and Smith
Miller Hawkinson Architects, NYC, SFCC Gallery, Spokane, Washington, April 2-May 4,
2002, Grant proposal and exhibition funded $2,000 by the Sahlin Foundation, Spokane
• 2001 AIA Northwest Education Foundation Grant for the research and publication of a
monograph, Contemporary Architecture in the Inland Northwest, concerning regionally
specific modern works of architecture. $2,500.
• Co-Chair 1999 ACSA/ AIA National Teachers Seminar on lnterdisciplinarity, appointed by
the President of the American Collegiate Schools of Architecture, Cranbrook Academy
of Art, Bloomfield Hills, Michigan.
• Ocampo, J., Abell, J. "Neither Here nor There", an exhibition of Asian Pacific Americans by
lsangmahal Arts Collective, Seattle WA. Grant proposal and project funded by Cheney
Cowles Museum in Spokane, $2000. Oct 1 - 31, 1999, Design Institute Gallery, Spokane.
• Abell, J., Faculty Director, and Farrell, Karin., (B Arch 1999), "Main Street Mixed Use
Housing Design Research Project," 1999, funded $2500 by the Downtown Spokane
Partnership Ventures Board, Spokane Washington
• AIA Spokane Chapter Special Citation, 1998, Daydreaming Spokane, framing the
extraordinary qualities of everyday places in the city, monograph. Project Director and
Editor, with students.
• Abell, J., and Menzies, D., "Spokane Growth Management Policy and Urban Design
Quality: Modeling Public and Private Space Alternatives Based on Citizen Values and
Preferences about Growth," funded $8,000 by the City of Spokane, 1997.
• Thurman, Q., Burton, V., and Abell, J., "Reducing Disorder, Fear and Crime in Public
Housing: An Evaluation of an Advanced-Stage Crime Elimination Program and
Community Revitalization Project in Spokane, Washington," funded $160,000 by the
National Institute of Justice, 1997.
• AIA Spokane Chapter Special Citation, 1996, Public Markets Civic Streets, a guide to real
and imagined public markets, monograph, with students.
• Abell, John. City of Spokane Manito-Cannon Hill Neighborhood Design Study Report, City
of Spokane, 1992, funded $2000 by the City of Spokane.
PROFESSIONAL PRACTICE:
John Abell, AIA, Spokane WA
Keyes Condon Florance Architects, Washington, DC
Hallet Hermanson Knudsen Architects, SLC. Utah
Prescott Muir Architects, SLC
Northern Engineering Associates, Burlington, Vermont
Present - 1990
1990-87
1987-83
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PROFESSIONAL AFFILIATIONS:
Member of American Institute of Architects, Spokane, Washington Chapter
Registered Architect, State of Utah
Member, The Architectural Association, London, England
SERVICE ACTIVITIES:
M Arch WSU Spokane, Netherlands Travel Study Tour Coordinator, 2005, 2006.
M Arch Coordinator-Spokane, 2003-2006, WSU School of Architecture and CSTM.
M Arch Committee, WSU School of Architecture and CSTM, 2003-2005.
5th Year Undergraduate Arch Studio Spokane Coordinator, 1991-2003, WSU
Doctor of Design Graduate Program Com, Interdisciplinary Design Institute, 2004-present.
Chair SOACM Spokane Faculty Search, Assist Prof of Architecture for design position, 2003
SOACM Spokane Faculty Search, Assist Prof of Architecture for design position, A Y 2006.
Interdisciplinary Design Institute, WSU Spokane Faculty Search, Assist Prof, A Y, 1994, 2006.
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WSU Spokane Interdisciplinary Design Institute Tenure and Promotion Mentoring Committees:
Nancy Clark-Brown, WSU Assistant Professor of Interior Design, Mathew Melcher, WSU Assistant
Professor of Interior Design, Mathew Cohen, Assistant Professor of Architecture.
Planning Committee, School of Architecture and Construction Management, 2002.
Media Technology Committee, School of Architecture and Construction Management. 2002.
AIA Spokane Regional Conference Planning Committee, 1997.
City of Spokane Design Review Committee, 1995.
Davenport Arts and Entertainment District Committee. 1994.
WSU Spokane Interdisciplinary Design Institute Planning Committee, 1991-1996 .
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DEBORAH ASCHER BARNSTONE. R.A.
RESUME
EDUCATION
PhD, Delft University of Technology
Master of Architecture. Columbia University
Bachelor of Arts cum laude degree High Hon. Barnard College, Columbia University.
ACADEMIC EXPERIENCE:
Assistant - Associate Professor of Architecture. WSU Pullman, WA.
Guest Professor of Architecture, Dalhousie University, Halifax, Nova Scotia.
Assistant Professor of Architecture. Ball State University, Muncie, Indiana.
Lehr Beauftragterin (Assistant Professor). Koln Fachhochschule, Germany.
Adjunct Professor. Boston Architectural Center, Boston, Massachusetts.
2004
1992
1981
1997-present
Spring 2001
1996-1997
1994-1996
1993
PUBLICATIONS
• Consultant and script-writer for A Clear Vision the upcoming WGTE. May 2005-present.
• "Weimar Era Breslau and lsmar Littmanns' Modern Art Collection," The Art Book, Vol. 13,
Issue 4, pp. 28-31.
• Review Simon Sadler's Archigram: Architecture without Architects, in The Art Book, Vol. 13,
2, pp. 56-7.
• Reivew Frank Brunssen's Oas Neue Selbstverstondnis der Berliner Republik, German Studies
Review, Volume XXIX, No. 2, May 2006.
• The Transparent State: Architecture and Politics in Postwar Germany. (Routledge: 2005).
• "Raising the Roof in Barcelona," Azure, September 2005, pp. 32-3.
• "The New Black," Azure, June/July 2005, pp. 64-7.
• "Text and Architecture at the Behnisch Bundeshaus," Interfaces. Winter 2005.
• Review of Dalibor Veseley'sArchitecture in the Age of Divided Representation: The
Question of Creativity in the Shadow of Production, The Art Book, Vol. 12, Issue l, Feb.
2005, pp. 49-50.
• Review of Reinhold Heller's Confronting Identities in German Art: Myths, Reactions,
Reflections, The Art Book, Vol. 12, Issue l, Feb. 2005, pp. 57-8.
• "From the Zero Hour: Transparency, Gender and Architecture," Art, Nation and Gender:
Landscapes, Myths and Mother Figures, (Ashgate Press: 2004).
• Review of Dana Arnold's Reading Architectural History, The Art Book, Spring 2004.
• "Transparency in Twentieth Century Architecture," JAE 56/4, May 2003, pp. 3-5.
• "Furniture and Architecture," AD Architectural Design, Vol. 72, No. 4, July 2002, p. 70.
804,"
in Journal of Architectural
Education,
Issue
55/3,
February
•• "Studio
"Erickson's
Well-tempered
Museum," Azure,
Sept/Oct
2002,
pp.
98-101. 2002, pp. 186-193.
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Invited guest editor for the 8th volume of OnSite magazine, "Architecture and Sewing,"
Issue 8, December 2002.
"Embodied Movement," in OnSite, Issue 5/6, December 2001, pp. 16-19.
Review of Peter Paret's German Encounters with Modernism, The Art Book, Vol. 9, Issue l,
January 2002.
"House of Stairs," in Azure, Jan/Feb 2001.
Review of Adrian Forty's Words and Buildings: A Vocabulary of Modem Architecture, The
Art Book, Vol. 8, Issue l, January 2001.
"Rem Koolhaas' Seattle Public Library," Azure, May/June 2000.
"Indiana Sukkot Project." Azure, May 1999.
"Folding Traditions," ACSA National Conference Proceedings, Cleveland, Ohio, 1998.
"Indiana Sukkot Project," ACSA News, April 1998.
"Democracy and Glass Construction." ACSA International Conference Proceedings,
Bertin, Germany, June 1997.
"Sacred Space in a Secular Society: An Archive for Jerusalem," Abstract 1991-1992,
Columbia University Press, New York, New York, 1992.
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DESIGN WORK:
• Iron Colt Housing, Rossland, B.C. Ascher Barnstone Arch. Jan 2001-present.
• Clark House, Fukuda Home, Barnstone House: Ascher Barnstone Arch. Serifos, Germany .
2006.
• Richards House, Pullman, WA. Ascher Barnstone Arch. December 2002-February 2004.
• Franconia Sculpture Park, Minnesota. Ascher Barnstone Arch. May-Jun 2003.
• Franco House, Laredo, Texas, Laredo, TX. Ascher Barnstone Arch. 2001 .
• Custom Office Furniture Design, Kronish Lieb Weiner and Hellman LLP, New York City.
Ascher Barnstone Arch. 1999-2000.
• Mixed-use Development, Puerto Vallarta, Mexico, Ascher Barnstone Arch. Spring 1999.
• Meghir House, Serifos, Greece. Ascher Barnstone Arch. Spring 1999.
• Pettigrew/Federal House, Fort Collins, Colorado. Ascher Barnstone Arch. 1997-1998.
• Office Furniture, New York City. Ascher Barnstone Arch. Spring 1998.
• Workshop/Studio, Rossland, B.C. Ascher Barnstone Arch. 1998.
• Indiana Sukkot Competition 1st Prize, Indiana. Ascher Barnstone Arch. March 1997November 1997.
• Wallraf-Richartz Museum Competition: K61n, Germany. Spring 1996.
• Tzalopoulou Beach House: Serifos, Greece. Ascher Barnstone Arch. 1995 and ongoing .
• Tzalopoulou Mountain Retreat: Karpenisi, Greece. Ascher Barnstone Arch. Fall, 1999.
• Kaarst GeschOftszentrum: Kaarst, Germany. Erich Schneider-Wessling Architects. 19931996.
• Masserberg Kur Klinik: Masserberg, Germany. ESW Architects. 1996.
• Schorfeid Information Center Competition: first Honorable Mention. ESW Architects .
December 1993.
• Bad Honef Urban Design Competition: Bad Honef, Germany. ESW Architects. June 1993Novl 995.
• Tourcoing Film Institute Competition: Tourcoing, France. Bernard Tschumi Arch. JanuaryMarch 1992.
• Poitiers Mediatech Competition: France. Bernard Tschumi Arch. December 1991.
• Chartres Urban Design Project: Chartres, France. Bernard Tschumi Arch. Dec 1991-Feb
1992.
• Hannover Public Housing: Hannover, Germany. ESW Architects. May-September 1991.
• Anda Apartment Complex: Cologne, Germany. ESW Architects. May-September 1991.
• Berlin Jewish Day School Competition. Lalo Sylberberg Arch. September 1990.
• Kaarst City Center Project: Kaarst, Germany. ESW Architects. May-September 1990.
• Geisel Headquarters: Germany. ESW Architects. July 1990.
• Nippes City Hall Competition: Germany. ESW Architects. May-September 1990.
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"Artists' Housing at the Gowanus Canal, Brooklyn, New York," Abstract 1990-1991,
Columbia University, New York, New York. 1991.
"Interview with Daniel Libeskind," Newsline, Columbia University Press, New York, New
York. March 1991.
"Tower/House/Observatory," Abstract 1989-1990, Columbia University Press, New York,
New York. 1990.
AWARDS:
Rrst prize. International Design Competition U. British Columbia School of Arch. April 1999.
Association of Collegiate Schools of Architecture National Service Award. 2003
Association of Collegiate Schools of Architecture National Design Award. 1998
First prize Indiana Sukkot Competition and the commission to build the design. April 1997.
Commendation for outstanding research WSU SOCAM, Convocation, Spring 2002 .
First prize. Hennigan School Playground Competition and construction in 1993.
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GRANTS AND FELLOWSHIPS:
German Academic Exchange Service March - May 2007.
Technical University of Delft for May 2006.
Washington State University Travel Fellowship May 2006.
Graduate Fellowship, Technical University of Delft, Winter and Spring 2004.
German Academic Exchange Service May 21 - July 21, 2003.
British Travel Authority Travel Grant, April 2003.
American Association of University Women Fellow. 1991-1992. $10,000.
Jewish Foundation for the Education of Women Fellow. 1991-1992. $5.000.
Bridgwood Fellow, Columbia University, GSAPP. 1989-1991. $5,000/year.
PROFESSIONAL MEMBERSHIPS:
Registered architect. Architektenkammer Nordrhein Westfalen, Germany, since May 1995.
German Studies Association, since Spring 2004.
PROFESSIONAL SERVICE:
Book Reviewer. The Art Book.
Reviewer of book proposals, Routledge, 2004-present.
Reporter-at-large. Azure, in Toronto, Canada. 1999-Present.
Peer Review Board, Journal of Architectural Education. 1998-2005, 2007- present.
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ROBERT V. BARNSTONE
EDUCATION
Bennington College, B.A. Architecture and Sculptur.e.
Graduate School of Design, Harvard University M. Arch l,
Architectural Association (London, England),
Indiana University (Bloomington, IN),
George School (Newtown, PA) Diploma,
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1991
1984-1985
1984
1982-1983
1978
TEACHING EXPERIENCE
Washington State University, Pullman, Washington. Associate Professor .
Ball State University, Muncie, Indiana. Assistant Professor.
1996-1997
Koln Fachhochschule, Koln, Germany. Lehr Beauftragter,
1993-1995
Boston Architectural Center. Boston, MA, Spring
1993
School of the Museum of Fine Arts, Sculpture Faculty,
Fall 1992, Spring 1993
Graduate School of Design, Harvard University, Studio TA for Homa Fa ardi.
Fall 1989
Harvard University, Studio TA to Ritsuko Toho in the sculpture department.
Spring 1987
PUBLICATIONS
• "Holz-Plastik im Praxistest," Ult Meyer, Frankfurter Allgemeine Zeitung,Apr 2007, Nr.89, p. T5.
• "Navy Demonstration Project and Studio/Workshop in British Columbia," The Green Braid.
(Routledge: 2007).
• "Navy Demonstration Project," Journal of Architectural Education, Vol. 60, Issue 2, Nov.
2006
"Explorations in Plastic-Wood Composites for Architecture," Wood Design Focus. Vol. 16,
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"From Design Practice to Education," Miyasaka, Taiji, Ken Chikubunka, Issue #670, Apr
2004.
"Wave of the Future," Nella Letizia. Washington State Magazine, Summer 2004, Volume 3,
Number 3, pp. 6-8.
Convergence, the history of art at the Roger Williams Sculpture Park in Providence,
Rhode Island. Fall 2003
Special issue editor for OnSite review #8 on "Architecture and Sewing," December 2002.
AD. Architectural Design, St Martin's Press, Great Britain: "Architecture and Furniture,"
Volume 72, # 4, July 2002.
"Explorations in Woven Form," Journal of Architectural Education, peer reviewed article,
February 2002.
"Embodied Movement," ON/Site review Issue 5, December 2001.
"A Blend of Art and Community," Sculpture, April 2001. Review by Jonathan Goodman.
Azure, article on the installation piece at the University of British Columbia Exhibition,
May/June 1999.
Association of Collegiate Schools of Architecture Newsletter, Indiana Sukkot Project.
March 1998.
Tree Houses: The Art and Craft of Living out on a Limb. Peter Nelson. David Larkin ed.
Boston/New York: Houghton Mifflin, 1994.
The Harvard Architecture Review. Editor of Issue Number l0, Positions.
"I don't know," Icarus, Volume 4, Number 3, page 20.
Song of Standing on a Star's Edge, a sequel to A Day in the Country, Harper & Row. With
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CREATIVE WORK
• Iron Colt development Rossland BC, Canada, 2001- present.
• Richards House. Pullman, WA .. Fall 2003-2004.
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WSU Wood Materials Engineering Laboratory, Pullman, WA, Fall 2002- 2003.
Franconia Sculpture Park, MN, December 2002.
Kronish Lieb Weiner and Hellman LLP, New York, 1999-2000.
Franco House, Laredo, Texas, 1998-2000.
Pettigrew/Federal House, Ault, Colorado, 1997-1998.
Office Furniture for the 1990s, New York, 1998.
Fukuda Home, Odos Persious, Serifos, Greece. 1995-present.
Transnational/Sunlite Corporation, New York, 1999-2001.
Mixed-Use Development, Puerto Vallarta, Mexico, 1999-2001.
Meghir House, Serifos, Greece, 1999.
Wallraf-Richartz Museum Competition. Koln, Germany. 1998.
Tzalapoulou Mountain Retreat, Karpenisi, Greece.. 1994-1998.
Miller/Powell House, Bloomington, IN. 1996.
Clark House. Castro, Serifos Greece 1996.
Tzalapoulou Beach House, Ganema Serifos Greece. 1995- present.
Model House, Ano Hora, Serifos, Greece. 1994.
Jaret House, Rawson Road, Brookline, MA. 1992-1993.
Barnstone House, Loggia, Serifos, Greece, 1986.
COMPETITION PRIZES
• Roger Williams Park: Annual Competition, Providence RI, "The Narrative Forest". Jan. 2002.
• Convergence, Roger Williams Park, Providence, RI. First Prize. 1992.
• Socrates Sculpture Park Annual Competition, September 2000.
• International Design Competition "Bigger than a Breadbox Smaller than a House",
University of British Columbia, Apr 1999.
• Indiana Sukkot Competition. First prize and the commission to build the design. Apr 1997.
AWARDS
• Outstanding Teaching Faculty Member, in Architecture, WSU, College of Engineering and
Architecture, Spring 2003.
• Young Faculty Recognition, Convocation, College of Engineering and Architecture,
Recognition for Scholarly work, 2002.
• Association of Collegiate Schools of Architecture National Design Award. March 1998.
• Certificate of Appreciation, Society of American Registered Architects, National
Headquarters. Spring 1997.
• National Historic Preservation Award, Barry Estate, Madison WL Coda Architects, Fall
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My student, Eric Jobes, received an Honorable Mention Award, from the AIA Spokane
Chapter. Fall 1998.
PEER REVIEWED EXHIBITIONS
Roger Williams Park "The Narrative Forest", Providence RI. Fall 2002.
• Text and Context Conference at the University of Paris, Cite Universitaire, Paris, France.
Summer 2003.
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• Socrates Sculpture Park "Prone: The Space Around the Architect", Long Island City, New
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1997 Architecture Biennial, Sao Paolo, Brazil. Fall 1997.
1995 Architecture Biennial, Buenos Aires, Argentina. Spring 1995.
Exit Art Gallery, Cologne, Germany. Solo show of paintings and sculpture. Mar- Apr 1994.
CURATORIAL WORK
Afghanistan Land of Light and Shadow, WSU Museum of Art, I curated this exhibition of
photographs of Afghanistan taken by my colleague, Professor Rafi Samizay. Spring 2004.
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Curator For WSU Architecture Galleries My responsibilities include showing international and
national exhibitions and student work.1997-present. For the first time at WSU, I am originating
traveling exhibitions. In Academic Year 2002-2003 I originated a retrospective of work by
WSU graduates and recipients of the AIA Award for Design Excellence, Miller Hull, and
Seattle-based Eric Cobb Architects .
Tanja Grunert Gallery. Cologne, Germany. In/Exclusions, Interstitial Spaces, and Distractive
Speculations. The exhibition is currently en route to the 1995 Architectural Biennial in Buenos
Aires. 1995.
GSD Gallery, Harvard University. I installed many architectural exhibitions, and helped design
and hang the show for the Mexican architect Legorreta. I did research for the spring 1991
exhibition "American Modernists of the 40s & 50s." 1991.
Exhibit of Graduate Student Work. Radcliffe Rotunda. I designed and built freestanding
exhibition furniture. 1990.
Spring 2004.
GRANTS
$3,000, VPLAC, Washington State University, to support Afghanistan Land of Ught and
Shadow.
In-kind donations worth approximately $8.000 from Boise Cascade for the framing of the box
beams at the Wood Materials Engineering Laboratory. Summer 2003.
$800. Internationalization Mini-Grant, Washington State University to support Afghanistan
Land of Ught and Shadow. Spring 2003.
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RESUME
KENNETH L CARPER
EDUCATION:
MS Civil Engineering (Structural), Washington State University
BArch, Washington State University
1977
1972
Professor, School of Architecture & Construction Management, WSU
Associate Professor, School of Architecture, WSU
Assistant Professor, Department of Architecture, WSU
SELECTED PUBLICATIONS:
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1987-present
1981-1987
1974-1981
Books:
• Mitigating the Potential for Progressive Disproportionate Structural Collapse, ASCE,
Reston, VA, 2006. 139 pp., illust. (ISBN 0-7844-0892-0).
• Why Buildings Fail, NCARB, Washington, DC, 2001. 119 pp., illust. (ISBN 0-941575-36-5).
• Forensic Engineering, (2nd ed.), CRC Press, Boca Raton, FL, 2001. 421 pp., illust. (ISBN
0-8493-7484-7 ). Originally published by Elsevier, New York, NY, 1989, reprinted in 1998
by
CRC Press.
(Also(2nd
published
in theNY,
UK1997.
and Japan.)
Construction
Failure
ed.), Wiley,
582 pp., llust. SBN 0-471-57477-5).
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Forensic Engineering: Learning from Failures, ASCE, NY, 1986. 98 pp., illust. (ISBN 087262-517-6
Selected international publications (from over 60 peer-reviewed publications):
• Founding Editor-in-Chief, ASCE Journal of Performance of Constructed Facilities
( 1986-present). This is the leading international peer-reviewed technical journal on
the causes and costs of failures & performance deficiencies in the construction
industry. It is published bi-monthly. (82 issues published under Carper's direction.)
• "Beyond the courtroom: enhancing the image and extending the influence of
forensic engineering practice," in Proceedings of the 2007 International Symposium
on Forensic Engineering, Taiwan Construction Research Institute, Taipei, Taiwan, 2007.
• "Quality and Safety: the ultimate legacy of forensic engineering," in Forensic
Engineering: Diagnosing Failures and Solving Problems, B.S. Neale, ed., Taylor
&
Francis Publishers, London, UK, 2005 (ISBN 041539 5232).
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"Structural Failures: lessons for a brighter future," in System-based Vision for Strategic
and Creative Design, Franco Bontempi, ed., A.A. Balkema Publishers, Swets &
Zeitlinger, B.V., Lisse, The Netherlands, 2003. (ISBN 90-5809-599-1).
"Technical Council on Forensic Engineering: Twenty-year retrospective review," in
Forensic Engineering: Proceedings of the Third Congress, P. Bosela, N. Delatte and K.
Rens, eds., ASCE, Reston, VA, 2003. (ISBN 0-7844-0692-8).
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"Lessons architects can learn from failures," book chapter in Crolli e Affidabilita delle
Strutture Civili (Structural Failures and Reliability of Civil Structures), Roberto Gori,
editor, Edizioni Libreria Cortina. Padova, Italy, 2002, pp. 3-22. (ISBN 88-7784-225-3).
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"Architects: What can they learn from forensic engineers?" book chapter in Forensic
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Engineerina=the Investigation of Failures, B.S. Neale, ed., Thomas Telford Publishing,
London, UK, 2001, pp. 159-164. (ISBN 0-7277-3094-0).
Forensic Engineering-the perspective from North America," book chapter in
Learning from Construction Failures: Applied Forensic Engineering, Whittles Publishing,
London, UK, 200 l, pp. 1-6. (ISBN 1-870325-63-X).
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"Legacy of the Kansas City Hyatt Tragedy-A 20-year retrospective insight and
review," Proceedings, Second International Forensic Engineering Congress, ASCE, San
Juan, Puerto Rico, May 2000.
"Lessons from Failures: Case studies as an integral component of the Civil Engineering
curriculum, Proceedings, Civil & Structural Engineering Education in the 21st Century,
Southampton, UK; 26-28 April 2000 .
"Why do projects fail? Lessons from construction pathology," published in English and
in Mandarin, China Development Bank and American International Group, Inc., 1999.
"Current structural safety topics in North America," The Structural Engineer, Journal of
the
Institution
of Structural
Engineers,
Vol. 76, No.
12, 1998,inLondon,
UK,States,"
pp. 233-239.
"A voiding
Failures:
Lessons
from construction
pathology
the United
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Seminario sul tema: Evoluzione Nella Sperimentazione Per Le Costruzioni, Centro
lnternazionale di Aggiornamento Sperimentale Scientifico, Rome, Italy, 1998, p. 53-74.
"Construction pathology in the United States," Structural Engineering International,
Vol. 6, No. l, International Association for Bridge and Structural Engineering (IABSE),
Zurich, Switzerland, February 1996.
"The January 17 Earthquakes in Northridge, California (1994) and Kobe, Japan (1995):
Old Principles-New Lessons," published in Japanese by Nihon University, Tokyo,
Japan, 1995.
"Learning the Lessons: Forensic engineering in the United States," published in English
and in Czech, Proceedings of the Fourth International Conference on Learning From
Structural Failures, Czech Academy of Sciences, 1994.
"Lessons from construction failures in the United States," published in Japanese by
Nihon University, Tokyo, Japan, 1992.
"Facilities maintenance and repair of damaged structures," in Advances in
Construction Materials, Techniques and Management, S. Somayaji and M.S.
Mathews, editors, Sri Venkatesa Printing House, Madras, India, 1991, pp. 1-30.
HONORS/ AWARDS:
Selected teaching awards:
• President's (Sahlin) Award, (the all-WSU outstanding faculty member award,) 1994.
• College Teaching Faculty Award, College of Engineering & Architecture, WSU, 1985.
• Honors Faculty Award, WSU Honors College, 1999.
• Outstanding Professor of Architecture Award, WSU. (7 times: 1983, 1984, 1985, 1992,
1998, 2000 and 2001.)
• Excellence in Research Award, WSU School of Architecture & Construction
Management (twice: 1989 and 2005.)
Selected professional awards:
• 140 invited presentations to professional groups of architects, engineers. contractors
and building officials in the US, Canada, Europe, UK, India, China, Taiwan and Japan.
• National Richard R. Torrens Award, ASCE, 2006. (only person to receive this honor
twice.)
• National Forensic Engineering Award, ASCE. 1997.
• Engineer of the Year Award, Inland Empire Chapter, ASCE, 1994.
• National Richard R. Torrens Award, ASCE, 1991.
• National 1983 Daniel W. Mead Award, ASCE.
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PROFESSIONAL REGISTRATION:
Registered Architect, State of Washington
1973-present
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RICKY WAYNE CHERF
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RESUME
EDUCATION:
Master of Science in Engineering Management, WSU (Anticipated graduation Fall 2008)
B.Science in Construction Management/Construction Technology, University of WA,
1981
Bachelor of Arts in Business Management/Labor Relations, University of Washington,
1981
Assistant Professor, School of Architecture and Construction Management, Washington State
University, Pullman Campus
August 2003 to Present
Visiting Assistant Professor, Interdisciplinary Design Institute-Construction Management,
Washington State University Spokane, Washington Campus,
August 2003 to April 2006
PUBLICATIONS/RESEARCH/OUTREACH EDUCATION
• A+CM Integrated Education Symposium, Facilitator, Team Building and Leadership,
Constructing America Lecture Series, A bi-yearly lecture series: Responsible Wealth: Real
Financing/Pre-Design Cost Analysis, Quality in Design and Construction, February 2006;
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Estate Development- Fall 2005; In-House Design Build Services Spring 2006
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Washington Achievers Scholars Mentoring Program, for multi-cultural students: 2005-6
Cougar Quest, grades 7-8 and 9-12 understanding the building process. July 2004
Managing the Project: The Supervisor's Role, Project Management Techniques 2003
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Construction Management Kabul Workshop- Planning & Scheduling Projects, Kabul,
Afghanistan- Afghan Governance and Legal Reform Project through USAID March 2006
Design-Build in Washington Seminar, owner's perspective related to the design-build
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delivery method for the public sector: October 2004
Construction Management/Design-Build Seminar, the legal, bonding, insurance and risk
aspects associated with design-build delivery methods December 2003
Fifth Annual Northwest Construction Consumer Council Construction Conterence and
Exposition- construction techniques utilized during a sequence at a Refinery 2003
Northwest Energy Council Workshop- craft based incentive programs July 1993
Harvest House Remodel Project,
Sunnyside Elementary Greenhouse Project,
Manuscript review Design/Build Projects of Incineration Plants in Taiwan for the Journal of
Performance of Constructed Facilities, ASCE-American Society of Civil Engineers
CONSULTING
Land Development 25-Acre Site, Whitman County Fall 2006
Mediation/Punch List Review Multi Family, Pullman, Washington, Fall 2006
• Planning and Scheduling nine Judicial Facilities, Kabul Afghanistan March 2006
• Expert Witness on proper bid award for a public works project, Lewiston, ID Summer 2005
• Contract review, design and field coordination for a Multi-Family Developer Fall 2005
• Business/Marketing Plan Start-Up Services September 1996-January 2003
• Pipeline Aircraft Fueling provide design-build contract services. January to April 2002
• Pier 53 Development, feasibility and schematic design for waterfront Jan to June 2001
• Fashion Show Mall Central Plant, pre-construction services for a DBOM chiller system 2001
• USA Terminal Expansion Program, coordinate Alliance design professionals and
contractors for a ten-terminal turn-key design-build program July 2000 to February 2001
• Reid Vapor Pressure $350M Expansion, program team member July-December 1994
• Bill Gates "Cyber Residence"-estimating services for pre-construction 1990
• Stuart's Restaurant- analyze failure of the exterior siding for an extensive renovation. 1990
• Medical Center Atrium Courtyard program for waterproofing OR Room 1985
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Mauna Lani Hotel, analyze a structural concrete excessive cost overrun. May 1984
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• Dole Fitness Centers, roll out of an island wide fitness initiative of four facilities. 1984
• Royal Sea Cliff/Kaanapali AIL project turnover for client 1984
• Total Construction Services, Inc., Mount Vernon, Washington January 200 I-May 2002;
CONSTRUCTION INDUSTRY EXPERIENCE
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August 2003 to Present Principal/Consultant
T.l.C., The Industrial Company, Steamboat Springs, Colorado May 2002-August 2003
• Area Manager/Senior Project Manager
• Matrix Service Company; MTRX {NASDAQ) - Tulsa, Oklahoma July 1991 - January 2001
• Executive Vice-President- Construction Services Division, North/South America
• Senior Program Manager- Chevron USA, New loading system for existing 24-hour facilities
• Senior Project Manager- ASiMI, Upgrade of a high-purity polycrystalline silicon facility.
• Transition Team Leader/Program Manager- "Smart Buy" Alliance West Cost Refining
• Senior Project Manager- New ISOM Feed Unit in an existing refinery
• Quality Control Manager- Total Refinery emergency FCCU shutdown, an emergency revamp.
• Site Manager- Los Angeles Oil Refinery under the refinery capital plan
• Project Controls Manager- ARCO Cherry Point RVP Project, A four-unit expansion
• Strand Company, Kirkland, Washington March 1990- July 1991
• Senior Project Manager/Project Team Leader- Cape Fox Lodge,
• Westwood Company, Developers and Contractors, Portland, Oregon Mar 1989-Mar 1990
• Project Manager/Estimator-Carlton Block Development, Red Dot Manufacturing,
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Gateway Plaza, pre-construction services on a design-build 25-story office complex 1984
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Enserch Alaska Construction -Anchorage, Alaska November 1985-March 1989
Operations/Group Manager/North Slope Corporate LiaisonProject Control Manager- The largest offshore arctic oil production facility in the world
Dillingham Pacific Corporation/Hawaiian Dredging and Construction- Hawaiian Islands
July 1981-November 1985
Senior Project Engineer - Queens Medical Center
Electrical/Mechanical Coordinator- Ten new floors to the hospital
Project Engineer for the New 450 room Halekulani Hotel
Cost Engineer on a pre-cast concrete twenty-story office development, plaza remodel
Del Guzzi Construction- Port Angeles, Washington 1979-81 Field Engineer/Superintendent
Residential Home Builder eighteen single family custom homes.
RJJ Construction Company, Washington State 1976-1980
Owner/Partner in a heavy equipment underground earthwork contractor.
PROFESSIONAL MEMBERSHIPS, CERTIFICATION & POSITIONS
Lean Construction Institute, Chapter Member 2005-07
Associated Builder's and Contractor's (ABC) Northwest Chapter Director 1998-2000
Associated Builder's and Contractor's (ABC) National Industrial Council Director 2000
State of Hawaii, "Competent Person" certification for General Contractor State Licensing
Northwest Construction Consumer Council Member 1992-2007
Single Engine Pilot Certification, 1981-1988
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RESUME
MATTHEW COHEN
EDUCATION
Harvard University Graduate School of Design, Master of Architecture
Syracuse University, Master of Arts (Renaissance Art and Architecture)
University of Vermont, Bachelor of Arts in Environmental Studies
1994
1988
1983
TEACHING EXPERIENCE
Assistant Professor, School of Architecture and Construction Management
Interdisciplinary Design Institute, Washington State University (WSU), Spokane
Italy Co-led seven-week study tour for twenty interdisciplinary WSU students
Sessional Lecturer and August Workshop Director, School of Architecture,
University of British Columbia
2003-Present
2006
2001-2003
PUBLICATIONS, GRANTS AND RESEARCH
• The Forgotten Proportions of the Brunelleschi Basilicas, book manuscript completed,
publication peer review underway.
• Washington State University Foundation and Washington State University Office of
Research, 2005 New Faculty Seed Grant, competitively awarded for the project:
"Architectural Proportional Systems in Medieval and Renaissance Florence" ($20,000).
• Graham Foundation for Advanced Studies in the Arts, Research Grant, 2002
For continued research and manuscript preparation for the book The Forgotten
Proportions of the Brunelleschi Basilicas, 2002 ($5,000).
• 'The Bird Capitals of the Basilica of Santo Spirito in Florence: Some Observations, and a
Proposed lconographical Interpretation," Quaderni de/ dipartimento di storia
dell'architettura e restauro de/le strutture architettoniche taco/ta di architettura-universita
degli studi di Firenze (QUASAR), 13-14, 1995, pp. 48-58.
• Graham Foundation for Advanced Studies in the Arts, Research Grant, 1991
For research on architectural proportion in the work of Brunelleschi, 1991 ($10,000).
CONFERENCE PAPERS
• Quality Conference, The Welsh School of Architecture in Cardiff, Wales, UK, July 2007,
"Homely Little Angels: Uneven Construction Quality as a Reflection of Skillful Construction
Management In Brunelleschi's Basilica of San Lorenzo in Florence".
• Society of Architectural Historians Annual Meeting, 2006, "How Much Brunelleschi?: Prior
Dolfini's Contributions to the Proportions and Overall Design of the San Lorenzo/Old
Sacristy Complex," Savannah, Georgia, April 2006.
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Society of Architectural Historians Annual Meeting, 2005, "A Late Medieval Proportional
System in Brunelleschi's Basilica of San Lorenzo in Florence." Vancouver, British Columbia,
April 2005.
The Environmental Design Research Association (EDRA) Annual Conference, "Integrated
Scholarship in Built Environment and Culture: An Emerging Knowledge Community at
Washington State University's School of Architecture and Construction Management,"
Symposium presented with Keith Diaz Moore, Phil Gruen and David Wang. Vancouver,
British Columbia, April 2005.
INVITED LECTURES
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Columbia University Department of Art History and Archaeology, New York City, "Dolfini,
Brunelleschi, and Proportion: A Reinterpretation of the Basilica of San Lorenzo in
Florence," 28 March 2007.
Kunsthistorisches lnstitut in Florenz, Max Planck lnstitut, Florence, Italy, "An ObservationBased Approach to the Study of Architectural Proportion," 29 June 2006.
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New York University Department of Fine Arts, New York City, "Architectural Proportion in
Brunelleschi's Basilica of San Lorenzo in Florence," 6 October 2005.
Department of Architectural History, University of Venice (Dipartimento di Storia
dell'Architettura, lstituto Universitario di Architettura di Venezia, IUAV), "A Late Medieval
Proportional System in Brunelleschi's Basilica of San Lorenzo in Florence." Lecture to the
doctoral program, School of Architecture and Urban Design, Venice, Italy, 21 June 2005 .
HONORS AND AWARDS
Selected as "Outstanding Professor" by the students of the Interdisciplinary Design Institute
2003 Washington State University-Spokane.
• Board Member and Chair of Advocacy Committee, Spokane Preservation
SERVICE
Advocates, Spokane, Washington 2003 - present
• National Endowment for the Arts, Invited Panel Member for the "Innovation 2006"
Arts Grants, Washington, D.C. august 2005
• American Institute of Architects Washington Council, Civic Design Awards
Invited Jury Member, Seattle, Washington, may 2005
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PUBLIC SERVICE
Spokane Preservation Advocates, Board Member and Chair of Advocacy
December 2004-Present
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ADDITIONAL QUALIFICATIONS
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Registration
Registered Architect in the State of Washington
Languages
Fluent Italian, working knowledge of French and Norwegian
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J. PHILIP GRUEN
RESUME
EDUCATION:
Ph.D., Architecture, University of California at Berkeley
M.A., History of Architecture and Art, University of Illinois at Chicago
B.A., Art History/Criticism, University of California at San Diego (cum laude)
2004
1995
1992
Assistant Professor, School of Architecture and Construction Management WSU 2004-present
Visiting Assistant Professor, School of Architecture and Construction Mgt WSU
2003-04
Visiting Assistant Professor, Dept of Architecture University of Oregon, Eugene
Summer 2003
Lecturer, Dept of Architectural Studies California College of the Arts, San Francisco
2001-02
MANUSCRIPT:
"Manifest Destinations: Tourist Encounters in the Late-Nineteenth-Century Urban American
West," under contract with the University of Oklahoma Press
PUBLICATIONS
• "Architecture," Encyclopedia of American Urban History, ed. David Goldfield (Thousand
Oaks, CA: Sage Publications, forthcoming)
• "Travel Literature," Encyclopedia of the Midwest (Bloomington: Indiana University Press,
forthcoming)
• "The Urban Wonders: City Tourism in the Late 19th-Century American West," Journal of
the West, vol. 41, no. 2 (Spring 2002): 10--19.
• "Everyday Attractions: Tourism and the Generation of Instant Heritage in NineteenthCentury San Francisco," in Nezar AISayyad, ed. Consuming Tradition, Manufacturing
Heritage: Global Norms and Urban Forms in the Age of Tourism(London: Routledge, 2001 ):
152-90.
• "Postwar Stadiums: Will We Miss Them When They're Gone?" The Baseball Research
Journal, vol. 25 (1996): 16-20.
PUBLICATIONS
(Book reviews)
• "Historic Preservation and the Imagined West: Albuquerque, Denver, and Seattle," by
Judy Mattivi Morley (Lawrence: University Press of Kansas, 2006), Pacific Historical Review
(forthcoming)
• "Mythes Metropolis: Die Stadt als Sujet tor Schriftsteller, Maler und Regisseure (The City as
a Motif for Writers, Painters and Film Directors)," by Franziska Bollerey (Berlin: Gebr. Mann
Verlag, 2006), The Art Book (forthcoming)
• "Architourism: Authentic, Escapist, Exotic, Spectacular," ed. Joan Ockman and Salomon
Frausto (Munich: PresteL 2005), h-urban list serve (Nov. 2, 2006)
• "Mall Maker: Victor Gruen, Architect of an American Dream," by M. Jeffrey Hardwick
(Philadelphia: University of Pennsylvania Press, 2004), and "Merchant of Illusion: James
Rouse, America's Salesman of the Businessman's Utopia," by Nicholas Dagen Bloom
(Columbus: The Ohio State University Press, 2004), Journal of the Society of Architectural
Historians, vol. 64, no. 3 (September 2005): 390--93.
• "Making the World Safe for Tourism," by Patricia Goldstone (New Haven: Yale University
Press, 2001), Nevada Historical Quarterly, vol. 48, no. 2 (Summer 2005): 339-41.
• "The Grit Beneath the Glitter: Tales from the Real Las Vegas," ed. Hal Rothman and Mike
Davis (Berkeley: University of California Press, 2002), Urban History (UK), vol. 31, no. 1 (2004):
169-70.
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• "Cultural Construction: Architecture, Tourism, and the Re-imagination of Los Angeles"
• Western History Association, Oklahoma City, Oklahoma, October 2007 (session organizer;
forthcoming)
• "Modernism as Regeneration: Barcelona and Gaudf, Glasgow and Mackintosh"Urban
History Association, Phoenix, Arizona, October 21 , 2006
• "Architecture, Tourism, and the 'Livable' American City," Interdisciplinary Design
Research Conference: Design + Livability, Spokane, Washington, October 6, 2006
• "The Tourist as City Builder," Vernacular Architecture Forum, New York, New York, June 17,
2006
• "Tourists, Skyscrapers, and Modernity in Late-Nineteenth-Century Chicago," Society of
Architectural Historians
(National
Meeting),
Savannah,
Georgia,
April17,
29,2006
2006
Studies
Association,
Salisbury,
Maryland,
March
• "Winter Resorts? Urban Tourism in the Late-Nineteenth-Century American West,"
Nineteenth-Century
• "Just Visiting? The Guidebook, the City, and the Urban Encounter," Environmental Design
Research Association, Vancouver, British Columbia, April 28, 2005
• "Making Mackintosh and Marketing Modernism in Gritty Glasgow," College Art
Association, Seattle, Washington, February 19, 2004
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"Doing the Town: The Rise of Urban Tourism in the United States, 1850-1915" by Catherine
Cocks (Berkeley: University of California Press, 2001), The Register of the Kentucky
Historical Society, vol. 100, no. 1 (Winter 2002): 93-94.
"Athens, Ohio: The Village Years," by Robert L. Daniel (Athens, Ohio: Ohio University Press,
1997), Traditional Dwellings and Settlements Review, vol. 9, no. 2 (Spring 1998): 79-80.
INVITED TALKS:
"Starchitecture Gazing: Tourism in the Twenty-First-Century American City," Lecture Series,
School of Architecture, Montana St. University, Bozeman, MT, Oct. 15, 2005
DEPARTMENTAL SERVICE:
Secretary, School Advisory Committee, 2006- present
Faculty Advisor, Architecture Honors Students, 2006- present
Faculty Leader, "Alive!" Orientation Sessions, Summer 2006 (two sessions)
Faculty Advisor, American Institute of Architecture Students (AIAS), 2005- present
Faculty Leader, Architecture Study Tours (Los Angeles, Chicago, Holland (2005-07)
Supervisor, Slide Library Digitization Project, 2004- present
Scholarship Committee, 2004-05
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UNIVERSITY SERVICE:
Chair, Historic Preservation Committee, 2005- present
Reviewer, Regents Scholarship Program, 2006-07
ner I Reader, Writing Center, 2005- present
COMMUNITY SERVICE
Member, Planning Commission, City of Pullman, Pullman, Washington, 2004Member, Landmarks Commission, City of Pullman, Pullman, Washington, 2004-
AWARDS & HONORS:
Outstanding Faculty Member of the Year Award, School of Architecture and Construction
Management, Washington State University, 2003-04.
DAVID E. GUNDERSON, PH.D., CPC
RESUME
EDUCATION:
Ph.D., Education & Human Resource Studies, Colorado State University
Master of Science Management. University of Alaska Anchorage
Bachelor of Science, Construction Management, Colorado State University
2005
2002
1982
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Associate Professor, School of Architecture & Construction Management, WSU
2006-Present
Assistant Professor, Dept of Construction Management, Colorado State University, 2003--2004
Adjunct Faculty, Dept of Applied Technologies, University of Alaska Anchorage
2001-2002
TEACHING INVITATIONS:
Invited Guest Lecturer, Colorado State University, VE 7921 - Seminar in Quantitative Research
Methods: Mixed Methods spring 2007
Invited Visiting Professor, University of Alaska Anchorage, School of Engineering. Course
taught: PM 694A - Construction Project Management. Summer 2006
Invited Instructor, International Carpenters Training Center, Las Vegas, Nevada. Teaching
courses associated with the Superintendent Career Training Program. 2006-present
JOURNAL ARTICLES:
• Gunderson, David E. and Gloeckner, Gene W. (2006). Needs Assessment: Construction
Management Doctoral Programs in the United States. International Journal of
Construction Education and Research. 2 (3) 169-180.
• Habisreutinger, Paul and Gunderson, David E. (2006). Real Estate Reuse Opportunities
within the ReGenesis Area: A Case Study. International Journal of Construction Education
and Research. 2 ( l) 53 - 63.
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Gunderson, David. E., Ra, Jang. W., Schroeder, Herb. and Holland, H.K. (2002). Needs
Assessment - A Construction Management Bachelor of Science Degree Program in
Alaska. The Journal of Construction Education. 7 (2) 86-96.
PROCEEDINGS ARTICLES:
• Gunderson, David E., Barlow, Philip L. & Hauck, Allan J. (2007). Construction
Superintendent Skill Sets. Proceedings of the 4Jrd Annual Associated Schools of
Construction Conference. Northern Arizona University, Flagstaff. Arizona.
• Gunderson, David E., Moore, Jennifer D. & Adams, Michael S. (2006). Group Leaming
Pedagogy and Value Analysis. Proceedings of the 42nd Annual Associated Schools of
Construction Conference. Colorado State University, Fort Collins, Colorado.
• Guggemos, Angela. A., Gunderson, David. E., Khattab, Mostafa M, & Emam, Mohamed.
(2006). Creating an Online International Construction Culture Educational Experience.
Proceedings of the 42nd Annual Associated Schools of Construction Conference.
Colorado State University, Fort Collins, Colorado.
• Guggemos, Angela. A., Gunderson, David. E., Khattab, Mostafa, & Johnson, Brad. (2005).
Service-Leaming and Sustainability: The Foundation for an International Construction
Management Course. Proceedings of the I/th Annual International Conference on
Industry, Engineering, and Management Systems, pp. 19 - 24.
PUBLISHED BOOKS:
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Gunderson, David E. (2006). Choose Texts Carefully. In W. M. Timpson, B. Dunbar, G.
Kimmel. et al. (Eds.), 147 Practical Tips for Teaching Sustainability: Connecting the
Environment, the Economy, and Society (pp. 39 - 40). Madison, WI: Attwood Publishing.
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CERTIFICATION:
Postsecondary Teaching Certificate, Division of Continuing Education, Colorado State
University, Fall 2005
Certified Professional Constructor (CPC), American Institute of Constructors, 4/8/2000
HONORS/AWARDS:
• Recipient of the 2005, Associated Schools of Construction National Teaching Award
• Nominated for a 2004 Community Civility Award, City of Fort Collins and Colorado State
University
• Phi Kappa Phi, National Honor Society, elected by the chapter at University of Alaska
Anchorage, April 2002
PROFESSIONAL PRACTICE:
• Project Manager, Alcon General, Inc., Anchorage, Alaska
1996-2002
• Operations Manager, Hoffman Construction Company of Alaska, Anchorage, Alaska
1994-1996
• Project Superintendent, Denali General Contractors, Anchorage, Alaska 1993-1994
• Construction Management Consultant, The Bernheim Companies, San Francisco,
California 1993
• Project Superintendent, Midstate Construction Corp., Sausalito, California 1988-1989
• Quality Control Manager, Morrison-Knudsen Company, Inc., Long Beach, California 19881989
• Quality Control Engineer, Morrison-Knudsen Company, Inc., Long Beach, California 19871988
• Project Engineer, Morrison-Knudsen Company, Inc., Long Beach, California 1985-1987
• Resident Engineer, Morrison-Knudsen Company, Inc., Soldotna, Alaska
• Construction/Quality Assurance Engineer and Owner's Representative, Morrison-Knudsen
Company, Inc., Anchorage, Alaska I985
• Scheduling Engineer, Morrison-Knudsen Company, Inc., Anchorage, AK 1983- I985
• Construction Engineer, Morrison-Knudsen Company, Inc., Dallas, Texas I982- I983
• Foreman, Carpenter, Concrete Finisher, Laborer, for Various companies, Worland,
Wyoming I972- I982
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EDUCATION:
Master of Science, Construction Management, Calif. State Univ., Chico
Master of Arts. Education, Calif. State Univ., Long Beach
Bachelor of Science, Kinesiology, University of California, Los Angeles
Associate Professor, Construction Management, Wash. State Univ.
Professor, Construction Management, Calif. State Univ., Chico
Assistant Professor, Construction Management, Calif. State Univ., Chico
Teacher, University High School, Irvine, CA
PROFESSIONAL EXPERIENCE:
Executive Director, Jon Wayne Construction, San Diego, CA
Director of Operations, Gafcon Construction Management, San Diego, CA
Project Manager, Olsen Construction Company, San Diego, CA
Owner, Thomas Heustis Construction, Paradise, CA
Partner, Construction Management Institute, Chico, CA
Responsible Managing Officer, Chico Housing Improvement Program
Principal, S.E.L.F. Alternative High School, Irvine, CA
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RESUME
1985
1971
1969
2005-present
2003-2005
1980-1985
1970-1973
1996-2002
1989-1995
1985-1988
1975-1984
1980-1985
1978-1980
1973-1975
LICENCES AND CERTIFICATIONS:
General Building Contractor, State of California
Building Inspector, County of Los Angeles
Expert Designations (for trial testimony):
- Standard of Care, Construction Management
- Cost of Construction
- Construction Delay and Disruption
Secondary School Administration Credential, State of California
School Teaching Credential, State of California
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Construction Management Assessment Protocol, CSU Chico
Secondary
SCHOLARLY WORK:
Developed,
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Developed, Mold Remediation Protocol, Jon Wayne Construction
Developed, with Robert Randall P.E., Degree of Compliance Structural Assessment
Developed, Construction Estimating and Bidding Manual, CMI
Presentation, "Construction Management and the Project", CMAA
Delivered
SERVICE:
Planning Commissioner, Town of Paradise
Chair, Architectural Standards Commission, Town of Paradise
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1980-1984
1982-1984
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RESUME
BASHIR A. KAZIMEE AIA
EDUCATION:
Master of Architecture in Advanced Studies, Massachusetts Institute of Technology
Bachelor of Architecture Kabul University Afghanistan
Professor & member of graduate faculty, SoACM, WSU
Associate professor & member of graduate faculty, SoACM, WSU
Assistant professor of architecture, SoA, WSU
1977
1973
2003-present
1995-2003
1990-1995
Assistant
College of Architecture & Planning, King Faisal University,
Dammam.Professor,
Saudi Arabia
Lecturer, Division of Architecture, Texas Tech University, Lubbock, Texas
Researcher, Department of Architecture, Harvard University, Cambridge
Assistant Professor, Department of Architecture, Kabul University, Afghanistan
1984-1989
1981-1984
summer 1977
1977-1980
PUBLICATIONS (Total-46)
• Book : Place. Meaning and Form in the Architecture and Urban Structure of
Eastemlsfamic Cities, by Edwin Mellen Press, Ltd, New York, USA, 2003. (with Rahmani) .
• Book Chapter: "Sustainable Reconstruction and Planning Strategies for Afghan Cities:
Conservation in Culture and Environmental Heritage," pp-49 60. The Sustainable City IV:
Urban Regenerative and Sustainability, by Editors: U. Mander. C.A. Brebbia & E. TiezzL WIT
Press, UK. 2006.
• Book Chapter: "Sustainable Cells of Urbanism," pp 221-243, Future Forms and Design for
Sustainable Cities, by Mike Jenks and Nicola Dempsey, Architectural Press, Oxford, 2005 .
(with Bartuska)
• Book Chapter: "The Dwelling Margin, and Housing Density: Design Consideration for
Sustainable Multifamily Housing," pp-1039- 1050, Sustainable Development and Planning
IL Volume 2. WIT press, South Hampton. UK 2005.
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Book Chapter: " Sustainable Urban Design Paradigm: Twenty five simple things to do to
make an urban neighborhood sustainable," WIT Press, Ashurst. Southampton. UK 2002.
Book Chapter: "Life In Between the Residential Walls in Islamic Cities," Housing Design,
Research. Education,, pp. 221-238, by Marjorie Bulos and Necdet Teymur, Avebury
Ashgate Publishing Limited, UK, 1993. (with Samizay)
Book Chapter: "Quest for Shelter: Squatters and Urbanization Throughout the World," in
The Built Environment. Bartuska, Tom and Young, Gerald L. co-editors, Crisp Publication
Inc.• Menlo Park. California 1993.
International Journal: 'The Living Tradition of Afghan Courtyard and Aiwan," in the
"Journal of Traditional Dwellings and Settlements Review," TDSR Volume XIII, Number II.
2002, Berkley. CA.
National Journal: "Regenerating a Profile of Place: A Sustainable Community Program,"
review article published in "PLACES: A Forum on Environmental Design," Pratt Institute of
Architecture. Volume 9, November 1995. (with Bartuska).
International Journal: "Change and Tradition: Towards a Housing Model for the Eastern
Province of Saudi Arabia." Article published in "Open House International," Vol. 12, No. 4.
1987, NBS Services Ltd. Mansion House Chambers, The Close, Newcastle upon Tyne,
NE13RE,UK. (with Hilton).
International Journal: 'Traditional Housing Pattern: The Old City of Kabul." in the "Open
House International," Vol. II, No. 1. 1986, University of Newcastle upon Tyne, NEl 7RU, UK.
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Invited member of the International Editorial Board on the book series; The Sustainable
World, in affiliation with Wessex institute of technology, and WIT Press, UK.
Invited member; the Editorial Board; International Journal of Ecodynamics, in affiliation
with the Wessex institute of technology and the WIT Press in UK.
Invited member; Editorial and International Scientific Advisory Board on the series of
international conferences on "Sustainability " in Segovia, Spain 2002 Skiathos , Greece
2003, Siena, Italy 2004, and Bologna, Italy 2005, offered by Wessex Institute of Technology
AWARDS
• lntemaflonal Research Awgrd: IAA/UN Gold Medal International Competition "Ecopolises:
Settlements for Sustainable Developments," International Academy of Architecture and
UN, Habitat-II conference, Istanbul, Turkey. The Gold Medal was awarded for the project:
"Sustainable Community Development: A Regenerative Proposal for Pullman,
Washington, USA." (70 entries from 23 countries), (with Bartuska) 1996
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Naflonal Research Award: AIA/ ACSA - Council of Architectural Research National
Award, "Sustainable Community Development Project". Exhibited in AIA Convention, Los
Angeles. 1998
Recipient of the
for Excellence
Teaching Award:
Burlington Northern Teaching Award
and Meritorious Teaching at WSU. One of the highest awards granted by the university.
(with Owen) 1993
Scholarship: Merit based scholarship by Kabul University, and US Agency for International
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PROFESSIONAL EXPERIENCE
1989
Architect. The Harsen & Johns Architects, 151 West Passaic Street, Rochelle
Park, NJ.
1980-1982
Architect. Noon Qayum & Company, Architecture and Engineering
1973-1980
Consultants, Lahore, Pakistan
Principal and Architect. Merner Collaborative, Kabul, Afghanistan
PROFESSIONAL REGISTRATION
I AFFILIATIONS
Licensed Architect, State ofTexas, Reg. No. 14163
Member, American Institute of Architects (AIA)
Member, The Society of Afghan Engineers (SOAE)
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KATHERINE KEANE
EDUCATION
Master of Architecture/Urban Design concentration, University of Wisconsin
Bachelor of Science in Architectural Studies, University of Wisconsin, Milwaukee
Diploma in Arch, Dublin Institute of Technology (DIT), Dublin, Ireland
Ricardo Bofill Atelier de Arquitectura, Summer Institute, Paris and Barcelona
Skilled Building/ Site Operative Certificate, Industrial Training Authority, Dublin, Ireland.
RESUME
1985
1983
1977
1984
1977
TEACHING EXPERIENCE
Associate Professor, School of Architecture and Construction Mgt, WSU
200 I-present
Assistant Professor, School of Architecture and Construction Management, WSU 1995-2001
ACADEMIC ADMINISTRATION
Assistant Director, School of Architecture and Construction Management, WSU 2002-present
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Publications - in Books (International Collaboration)
• "Trends in Architecture", The Built Environment ed Tom Bartuska et all, april 2007.
• "The Recovery of Habitat in the USA: Following the Issues of the World Summit Habitat II".
C. Beguinot, A. Notarangelo, eds, Habitat Recovery for the City in the XXI century Innovation and Cooperation., Universita Degli Studi di Napoli Federico II, di Pianificazione
e Scienza def Territorio, December, 1998.
• "Un Ponto di Vista ....Diverso" (From Habitat I to Habitat II). Studi Urbanistici: Volume XXll
La Conferenza Mondiale Habitat IL Giannini Editore, Napoli, 1998
• "Nature and Innovation for the City of the Future in the USA". la Citta del XXI Seculo tra
Recupero lnnovazione Cooperazione, Universita Degli Studi Federico II di Napoli,
Dipartimento di Pianificazione e Scienza del Territorio, Napoli, 1998, p206-215.
• "Reflections and Comparisons - The Charter of Athens and the Charter of Megaride",
Degrade Urbano e Citta Cabalta, ONU- UNCHS Habitat II, Universita Degli Studi di Napoli
Federico II, Naples, Italy, December 1995
• "The Use of the Internet in the Diffusion of the Charter of Megaride-lnternet e La Carta
dell' Urbanistica", Degrade Urbano e Citta Cablata: del degrade urbano al cablaggio
intelligente, ONU- UNCHS Habitat IL Universita Degli Studi di Napoli Federico II, Naples,
Italy, December 1995
• "The City of Peace and Science, the City of Oneness", Calaband Vol. #14, Small Press
Distribution, January 1995
Publications - in Journals, Proceedings
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"Collecting the Architectural Unconscious: A Place Making Process". Environments by
DESIGN, Kingston University Press, Kingston upon Thames, UK, Spring 2001, Vol. 4 Number l
"Architectural Devolution: Evolving a Healthy Process". ACSA West Region Conference
Proceedings, Montana State University, October 2001.
"East West Synesis: An Integration of Global Traditions". ACSA International Conference
Proceedings, Istanbul, Turkey, June 2001.
"Process as Product: The Place Making Process as Environmental Determinant." Habitus
2000 - A Sense of Place, International Conference Proceedings, Perth, Western Australia.
"Metabolizing Mind, Body and Spirit: A Synthesis of Diverse Philosophies and Cultural
Traditions". Man and City: Towards a Human and Sustainable Development, World
Congress of University Professors proceedings, Rome, September 2000.
"Restraint, Challenge, Opportunity, Creativity: Pursuing a process in the Making of
Architecture". ACSA West Regional Meeting Proceedings, Phoenix, Arizona, Oct 00.
"The Place of Creative Visualization in the Architectural Design Process". ACSA West
Region Meeting Proceedings; Contesting Absences University of Oregon, October 1999.
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"Experiencing Place Making: Exploring the subconscious origins of creativity in the design
studio". 16th National Conference on the Beginning Design Student Proceedings, School
of Architecture, University of Nevada Los Vegas, Nevada, September 1999.
"Environmental Balance and Harmony: Design Studio Explorations in Environmental
Literacy". ACSA West Region Meeting Proceedings; Towards a Critical Pedagogy for the
Environment, University of California, Berkeley, California, October 1998
"Diversity and Harmony: Design Studio Explorations in Emerging Design Literacy". ACSA
East Central Region Meeting Proceedings; Forgotten Allies.
University of Kentucky,
Lexington, Kentucky, October 1998. R
"Material Architecture: a design Studio Exploration of the Impact of Materials and
Structure on Architecture". Stoa, Journal of The EAAE (European Association of
Architectural Education), spring 1998
HONORS/AWARDS
• WSU President's Teaching Academy nominated and elected to membership 2007
• International
Competition
Fondazione
Aldo
Della
Rocca,
Rome,
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Italy.
Publication/monograph was awarded First Place. 1997-98
European Association of Architectural Education Prize, (EAAE), Belgium. Fourth
commendation and award for innovative teaching of architecture.
Paper titled
"Material Architecture: A Design Studio Exploration of the Impact of Materials and
Structure on Architecture". October 1997
"Outstanding Faculty Member" Award from Sigma Tau Chapter of Kappa Delta,
design, urban design and planning philosophy for the city of the XXI century,
Washington State University. Feb 1996
First Place Award from Citta Carta Concorso Convegno an international competition of
ideas,
Naples and Stet-lritecna Gruppo IRI, Rome. 1993
organized by Universita degli Studi Federico II, Naples, Consiglio Nazionale delle
Ricerche,
GRANTS, FUNDING
• 2006 NSF -NEES Performance-Based Design of New Masonry Structures - Interdisciplinary,
Multi Institute venture WSU, UCSD, NC A+T SU (WSU 3 year-$900,000)
• 2006 International Programs - foreign study program development grant
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Washington State Department of Fish and Wildlife Oiled Bird Treatment Center site
investigations and feasibility testing. Fall 1998.
Coastal Resources Science Center, Willapa Bay, Washington - Schematic design
proposals for a Comprehensive Utilities Plan and Interpretive/ Information Center collaborative interdisciplinary design studio Fall 97. $28,000
Registered Architect, State of New York, since 1989.
RIAi, Royal Institute of the Architects of Ireland.
ACTIVITIES
PROFESSIONAL
• Dzrochen Beara Retreat center, West Cork, Ireland: multi purpose space 2006-present
• The Small Space - home for a hermit, design studies, Gour west Cork 2006-present
• High-Density Residential Development design studies, Dublin, Ireland 2006-present
• Kylkhor, West Cork, Ireland, retreat center support facilities/community, 2005-present
• Pre Sabbatical Research Rural development study I research summer 2004.
• Henry Development Project West Cork, Ireland, residential development feasibility 2002
• The Fell Residence, Castletownbere Haven, West Cork, Ireland 1998-2000
• Farmhouse Restoration Castlebridge Co Wexford Ireland, feasibility studies Summer 1998.
• Consultant Energy-Environmental Engineering GmbH, Hamburg, Germany, international
company, Summer 2000: 2002: Solar retrofit and redevelopment
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Master of Architecture University of Southern California
Bachelor of Architecture. University of Idaho
ACADEMIC ADMINISTRATION:
Director, School of Architecture and Construction Management, WSU
Assistant Director, School of Architecture and Construction Management, WSU
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1995-2001
RESEARCH AND SCHOLARSHIP:
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Professor, School of Architecture and Construction Management, WSU
2007- present
Associate Professor, School of Architecture and Construction Management, WSU
1994-2007
Assistant Professor, School of Architecture and Construction Management, WSU
1987-1994
Design studios at all levels; Architectural theory at undergraduate and graduate level;
Research methods and programming at the graduate level.
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Research and scholarship has developed in ways that inform teaching. Work on the
Islamic Paradise Gardens, The Romantic Gardens of Ferdinand Bae, the Interpretation of
American Urban Form and current work Memories and Dreams of Architecture, stem
from the phenomenal qualities of architecture.
"Towards an Interpretation of American Urban Form" Paper and design project on
American Cities and urban form presented at Bghth International Making Cities Livable
Conference, Siena, Italy. This paper and project depicted the urban development of four
American cities through representative drawings and diagrams. The second part of this
presentation was a design project for a fictional American city (Paradise USA) of 30,000.
"Revealing the Myth of Paradise" Paper presented and published at Myth, History, Writing
and Architecture Conference, University of Auckland, Auckland New Zealand. This paper
focused on the urban development of the Islamic Paradise Gardens and their
relationship
to landscape,
environment and
culture,
"Another Side
of Environmentalism"
Paper
and 1993.
poster presentation at 26th annual
Environmental and Design Research Association Conference, Boston MA This work was
the initial research and presentation of the gardens of Ferdinand Bae, 1994.
Faculty Summer Stipend: Washington State University. This competitive seed grant was
awarded to new WSU faculty to begin research. 1989
WSU Arts and Humanities Travel Grant: To Support travel to East Coast Cities as part of
research on American Urbanism. 1988
College of Engineering and Architecture, Seed Grant for Travel and summer salary in
preparation for project, "An Interpretation of American Urban Form." 1989.
Awarded Sabbatical Leave: Washington State University for travel and research into the
gardens of Ferdinand Bae. During this time I documented through drawings, sketches
and photographs the Garden of Les Colombieres in Menton, Fronce.
School of Architecture Mini Grant for travel to Southern France in conjunction with
sabbatical. Topic: The Gardens of Ferdinand Bae.
AWARDS
• 2005 National AIA Housing Award 2004: one of eight awards given in the US for innovative
housing design for The Canyon House, Lewiston Idaho. Served as design consultant in
schematic design and responsible for design development, 2004.
• AIA Seattle Honor Award 2004: one of three awards given for outstanding building design
for The Canyon house (150 entries).
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Outstanding Architecture Faculty Award: School of Architecture and CM spring 2002.
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Outstanding Architecture Faculty Award: School of Architecture and CM spring 1993.
INVITED LECTURER, CRITIC, PANEL PARTICIPANT,EXHIBITS, CITATIONS
• Invited participant: AIA Sustainability and Education Conference. One of thirty five
invited participants to discuss national strategies for integrating issues of sustainability in
architectural curriculums. February 2007 Pomona, CA
• Presentation ACSA Administrator's Conference Phoenix, Arizona November 2006: Topic:
Integrated Education at the School of Architecture and CM, WSU.
• Invited Juror: Seattle Chapter AIA National Case Study Competition. AIA Western
Regional Conference, Seattle, Washington July 2005
• Invited Juror: Washington Council AIA Civic Design Awards, spring 2003, 2004, 2007.
• Invited Critic: University of WA, Master of Architecture thesis reviews, June 2004, 2007.
• Invited Book Reviewer: University of Washington Press. Book reviewed: A new Critical
Regionalism, David Miller, May 2004.
• Invited Speaker: Architects Roundtable, Seattle Washington 2001, 2002, 2003, 2004, 2007.
• Invited Juror: National NCARB Education and Practice Design Awards, Louisville KY 2003.
• Invited Speaker: AIA Seattle, The Future of Design Education, Seattle, WA April 2003.
• Invited Speaker: AIA Tacoma, Washington September 2005.
• Invited Speaker: AIA Spokane, Landscape, Architecture and Design, Spokane, WA 2002.
• Invited Panelist: Western Region NCARB Conference, Portland, Oregon. Topic:
Architectural Education and Practice, March 2002.
• Invited Juror: AIA Biannual Design Awards, Spokane, Washington October 2002.
• Invited lecturer: Royal Danish Academy of Fine Arts, Department of Architecture. Title:
"The Romantic Landscapes of Ferdinand Boe", Copenhagen, Denmark, Spring 1997.
• Guest Critic: Danish International Study Program, Copenhagen, 1997, 2004. Critic for
fourth year architecture studio projects for students from various schools in the US.
• Invited Participant: Ethics in the Professions. One of twelve people invited nationally to
participate in a ten day multi-disciplinary conference on ethics. Paper Presented: "The
Ethics of Making Architecture." Honorarium awarded 1993.
• Keynote Speaker: Gallery exhibition at WSU Museum of fine Arts of national tour of
Pritzker Prize winners. Title: "The Architecture and Landscapes of Luis Barragan", 1993.
• Exhibition: Palouse Farm Architecture, Work from Third year Design studio exhibited at
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Public Television: Northwest Profiles (PBS television production series Spokane WA),
Hovorka, G. producer/director, featured The Palouse Farm Architecture Exhibition, 2001.
"The Advertisement of Architecture" Work from third year masonry design competition,
American Institute of Architects National Headquarters, Washington, D.C. 1997.
Seattle Times: Front page article on "teaching through interactive telecommunications
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system", November 1997.
New York Times: Cited in article on integration of architecture and construction, July '03.
"The Elements and Language of Design". Chapter contribution in forthcoming book
entitled The Built Environment. Publisher Wiley Press, 2007.
"Kahn and Structure as Meaning" Paper presented and published at ACSA Technology
Conference, Baton Rouge, LA 1990.
"Design Inquiry through Participatory Workshops" Co author Tom Bartuska. Paper
presented and published at ACSA National Conference, Chicago, IL 1989.
"Teaching Graphics through Architectural Theory" Fifth National Conference on
Teaching Beginning Students, Albuquerque, NM 1988.
"The Two Forces of Architecture" Article published in Arcade Magazine, 1990.
"Painting the Urban Portrait" Article published in Idaho Arts Journal, 1989.
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RESUME
EDUCATION:
PhD. in Administration, Curriculum and Instruction University of Nebraska - Lincoln May 2000
Master of Science in Technology (Construction) Arizona State University
May 1990
Bachelor of Arts in Education Eastern Washington University
June 1985
Bachelor of Science in Building Theory & Practice (Cst M) Washington State University 1977
Associate Professor School of Architecture and Construction Management Washington State
University, Pullman, Washington august 2001-present
Associate Professor, Dept of Construction Mgt., University of Nebraska-Lincoln 1996-2001
Assistant Professor, Dept of Construction Mgt., University of Nebraska-Lincoln 1991- I996
ADMINISTRATIVE EXPERIENCE
Assistant Director Construction Management School of Architecture and Construction
Management Washington State University - Pullman Washington 2005 - present
Coordinator of Construction Management School of Architecture and Construction
Management Washington State University- Pullman Washington 2001-2005
Department Chair Department of Construction Management University of Nebraska Lincoln, 2000-2001
ACADEMIC SERVICE
UNIVERSITY
Elected to Faculty Senate Washington State University 2003-present
Elected to the Committee on Committee fall 2003-spring 2005
Elected Chair of Committee on Committee for academic year 2005
Appointed to the Academic Affairs Committee fall 2005-present
Appoint vice chair of Academic Affairs academic year 2006
COLLEGE
Appointed to the College of Engineering and Architecture Assessment Committee fall 2005present
Appointed to the Deans search Committee for the College of Engineering and Architecture
fall 2005 and fall 2006
SCHOOL
Member of School Advisory Committee (SAC) for the School of Architecture and
Construction Management. Fall 200 l-present
Faculty advisor for the WSU Associated Students of Construction Management (ASCM)
student organization Fall 200 l-2004
Coach (Heavy/civil Division) Reno for WSU's student competition team at the Associated
Schools of Construction (ASC) regional competition. Spring 2002-present
Coordinator of WSU's ASC student competition spring 2005
Chair of CM Search Committees (5) 2005-present
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AWARDS and HONORS
Outstanding Teaching Faculty Member Construction Management College of Engineering
and Architecture Academic years 2002-2005
College Award for Distinguished Teaching-College of Engineering and Technology
University of Nebraska - Lincoln Academic Year 1997
Parent Association of the University of Nebraska Recognition Award for Through 2001
contributions to students., academic years 1998 through 200 l
INVENTIONS and PATENTS
Awarded patent No. 6,213, 117 for a motorized, insulated damper assembly for furnace
systems. Awarded 2001 and signed over to WSU Fall 2006.
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TAIJI MIYASAKA
EDUCATION
Master of Science in Advanced Architecture Design, Columbia University
Master of Architecture, University of Michigan
Bachelor of Engineering in Architecture, Kyoto University, Kyoto, Japan
RESUME
1992
1991
1989
TEACHING EXPERIENCE
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2002-present
PUBLICATIONS
Refereed Papers, International
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International Symposium on Architectural Interchanges in Asia !ISAIA2006), Daegu,
Korea. Refereed and presented in October 2006 .
"Architectural Transformation in the Plastic Century." International Conference on
Innovation in Architecture, Engineering and Construction, Rotterdam, The Netherlands .
Refereed and presented in June 2005 .
"Revealing Materials." Association of Art Historians (AAH) Annual Conference,
Nottingham, England. Refereed and presented in April 2004.
"Machine Driven Materiality." CongressCATH 2004, Bradford, England {Theme: "The
Architecture of Philosophy/The Philosophy of Architecture"), organized by the Arts and
Humanities Research Board Centre for Cultural Analysis, Theory & History (CentreCATH).
Refereed and presented in July 2004 .
"Architecture as a Dynamic Process/A Rubber Project." Design Research Society
International Conference, 2004, Melbourne, Australia. Abstract accepted.
"Architecture as Dynamic Process." 5th European Academy of Design {EAD)
Conference, Barcelona, Spain. Refereed and presented in April 2003. Published in
electronic proceedings.
Refereed Papers, National
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Miyasaka, Taiji. "Plastic Culture in the Transportable Architecture of the 1960s." Society of
Architectural Historians Annual Conference, Savannah, Georgia. Refereed and
presented in April 2006.
Articles
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Miyasaka, Taiji. "From Design Practice to Education," in Kenchiku Bunka, International
magazine on architecture and culture published in Tokyo, Japan, April 2004.
"Prada Project by OMA," in Kenchiku Bunka, August 2001.
"The Housing Problem and Diversity," an article reviewing the "un-private house" exhibit
at MoMA, in Kenchiku Bunka, December 1999.
"Interview with Julius Shulman," in Kenchiku Bunka, September 1999.
"Deleuze, Bergson, Leibniz," in Kenchiku Bunka, May 1998.
My design for a Humanities Institute was published in volume 5 of Dimensions, the Journal
of the College of Architecture and Urban Planning, University of Michigan, Spring 199 l.
• Taiji Miyasaka Design, Pullman, WA 2002-present
• Rem Koolhaas I Office for Metropolitan Architecture, Rotterdam, The Netherlands 2000• Pasanella +Klein Stolzman +Berg Architects, New York, NY
1997-2001
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Reiser+ Umemoto, New York, NY 1993-1995
Skidmore, Owings & Merrill, New York, NY 1992-1994
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Juror, AIA Washington Council Civic Design Awards, May 2006.
Juror, AIA Southwest Washington, 2003 Honor Awards, November 2003.
Creative Work
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The Oojo, New York, NY (with Brian E. Boyle. AIA): Designing a fa<;ade, lobby, dojo and
teahouse for a high-end health club. 2004-present.
AWARDS
• Who's Who Among America's Teachers, 2005.
• Outstanding Teaching Faculty Award, School of Architecture. WSU March 2005.
• Sun Shelter Competition I Van Alen Institute (with John Kelleher and Michael Young).
Competition entry selected for exhibition. Fall 1997.
• Asahi Kasei All-Japan Student Housing Competition. Honorable Mention. October 1988.
EXHIBITIONS
• Exhibit of "High Line Project in New York City," Washington State University Academic
Showcase, Juried Poster Session, Spring 2006.
• Exhibit of selected entries in the Sun Shelter Competition I Van Alen Institute (with John
Kelleher and Michael Young), Fall 1997.
• Design for Humanities Institute and Masking exhibited in The Critics Choice Exhibition,
Slusser Gallery, Ann Arbor, Ml, February 1991.
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CONFERENCES CONVENED
• Co-Chair. Architectural History and Theory Session, the 6th International Symposium on
Architectural Interchanges in Asia (ISAIA2006). Daegu, Korea, October 2006.
GRANTS
• William Zuk Fellowship to deliver a paper at the Society of Architectural Historians' 59th
Annual Meeting in Savannah, April 2006, $250
• Asian American Pacific Islander Faculty and Staff Association Enhancement-Grants.
Washington State University. Proposal funded for research on rubber materials and their
possible use as architectural design components, February 2003, $400
INVITED LECTURES
• Invited Critic, The University of Texas Tech, Second and Third Year Studios, and Master of
Architecture review, April 2007.
• Invited Critic, The University of Hong Kong, Master of Architecture review, April 2007.
• Invited Critic, University of Washington, Master of Architecture, June 2006.
• American Institute of Architects (AIA) Southwest Washington, 2003 Honor Awards. "Meet
the Jurors" presentation on my recent work, November 2003.
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Invited Critic, Ohio State University, Second Year Studio, June 2003.
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Guest Lecturer, Kobe Design University, August 2001.
Invited Critic, Final Reviews, Graduate Studio, Cornell University, Fall 1997.
Invited Critic, Columbia University, Graduate Studio. Fall 1997. Spring 1994.
Invited Critic, Yale University Graduate Studio, Fall 1993.
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COMPETITION ENTRIES
• Frontierspace: Open Design Competition for Vancouver (with M. Dale and M. Kirk), 2005
• World Trade Center Memorial Competition (with Lawrence Zeroth). New York. 2003.
• Competition for a New Tomihiro Museum of Shi-ga (with L. Zeroth), Gunma, Japan, 2002.
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EDUCATION
Master of Architecture, Politechnika Warszawska, Warsaw Poland
TEACHING EXPERIENCE
Professor of Architecture, Washington State University 2001-present
Associate Professor of Architecture, Washington State University 1995 - 2001
Assistant Professor of Architecture, Washington State University 1991 - 1994
Academic and Professional
PUBLICATIONS
• Manuscript "The Wooden Grain Towers In Western Canadian Prairie And Town" in review
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"lye Po WTC" Magazyn Budowlany Architektura, Projektowanie, Realizacje.
"Symbolic Anchoring. The Wall of Beauty and Color that was: The Wooden grain Towers
of the Western Canadian Prairie." Borderlands Contested Terrain 2001 West Region ACSA
"Symbolism and Iconography in the Art and Architecture of the Canadian Prairie".
Oriental - Occidental Geography, Identity, Space. 2001 Istanbul Turkey June 2001
"Icon, Imagery and Local Art: The Wooden Grain Tower of the Western Canadian
Provinces: Vitalizing Force in the Structure, Life and Art of the Prairie Community" ACSA
Southwest 2001
"Prairie Icon and a Vanishing Way of Life." 2000.
"The Union of Town Plan, Building Form, Color and Landscape". IASTE International
Conference. Cairo, Egypt. Traditional Dwellings and Settlement Review1998
Hotel on Khor Dubai. CONTROSPAZIO Architettura Urbanistica. 1I1998. Roma, Italy.
Puerto Rico Bridge. CONTROSPAZIO Architettura Urbanistica 1I1998. Roma, Italy.
Nanjing International Centre. CONTROSPAZIO Architettura Urbanistica., Roma, Italy.
"The Imagery of Change" ACSA Western Region. Conference
"Nanjing International Center, Nanjing China". Pacific Rim Portfolio.1995 Architectural
Record
"Miedzynarodowe Centrum Nanjing," Architektura & Biznes, Krakow Poland.
"Dubai Hippodrome," CONTROSPAZIO Architettura Urbanistica,
"Pustynny Kwiat," Dubai Hippodrome, Architektura & Biznes, Krakow, Poland,
"Dubai Hippodrome," New York Architecture. Volume 6, 1993 Design Awards Publication.
"Dubai Hippodrome for Thoroughbred Racing," Proceeding , ACSA National Convention,
"Design of the Mind, Second Year Architecture Studio," Arcade, Seattle, WA 1994.
'The Tall Building, Romantic Imagery, Transformation of Form and Related Issues SAH
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• Fredenburgh Wegierska-Mutin, Architects, New York: Co-Partner 1990-Present
• M. Pei & Partners, Architects and Planners, New York: Senior Associate 1977-1990
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Architectural Offices in US, France and Italy
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ARCHITECTURAL PROJECTS - FREDENBURGH WEGIERSKA-MUTIN ARCHITECTS 1990-present
• Three Design proposals for a Villa in Shanghai, China.
• Villa of the Gentle Briezes. Jia Xin Golf and Forest Villas. Shanghai China
• Villa of the Vine Grove. Jia Xin Golf and Forest Villas. Shanghai China.
• Hotel Center on Khor Dubai. Dubai UAE. Invited International Design Competition.
Nanxiang Plaza. Shanghai, China. 250,000 sq.ft. serving CITIC bank, office, and
residential hotel.
• Baotuo Fountain Place. Jinan China. 300,000 sq.ft. serving CITIC bank, office and hotel.
• A Centre for 21st Century Arts in Rome International Competition.
• School for Boys. Qatar Foundation. Qatar. School for 500 boys
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The Darwish Group Headquarters. Kuwait, Kuwait. An office building Three schemes 1998.
Commercial and Residential Complex in Al Sharq. Kuwait, Kuwait.
In Town Villa. Kuwait, Kuwait
Puerto Rico International Bridge Design Competition, ]st Prize/Jstphase, 3rdPrize/2nd phase.
Korean American Museum of Art and Cultural Center International Competition
Nanjing International Centre, Nanjing, China. 88 Story Tower, 1,860,000 m2 mixed use dev
International Competition for Reconstruction of the Souks of Beirut, Beirut Lebanon..
Safa Crescent Centre, Dubai U.A.E., 340 Room Hotel, Theater Complex,Retail and Office
Spreeinsel International Competition for Urban Design Ideas, Berlin, Germany.
Dubai Hippodrome for Thoroughbred Racing, Dubai, United Arab Emirates. Winning
competition design for 1250 seat stadium, club house, and related site development.
Law Offices, New York, New York. Programming, design and furnishings of a law firm
Commercial and Residential Complex Maashrat Al Bahama, Dubai, UAE
Villa Complex, Dubai, UAE. Residential/ sports villas 80,000 sqft on 30 acre waterfront site.
Master Plan and Headquarters Office Complex for Abu Dhabi Company for Onshore Oil
Operations, Abu Dhabi, United Arab Emirates. Opera Hotel - Warsaw Poland.
I. M. PEI & PARTNERS, ARCHITECTS AND PLANNERS - NEW YORK Senior Associate
• IBM/First Bank Place - Minneapolis, Minnesota.
• Thamesgate Vauxhall - London, England.
• The Bacardi Building, Coral Gables, Florida.
• Library Tower/First Interstate World Center - Los Angeles, California
• Le Grand Louvre - Paris, France.
• IDC/NY Master plan and development concept for Long Island City, New York.
• Rowes Wharf - Boston, Massachusetts.
• Centrust Tower !Miami World Trade Center) - Miami, Florida.
• Texas Commerce Center - Houston, Texas
• Al Salaam Center- Kuwait, Kuwait
• Hilton Area Apartments - Kuwait, Kuwait
AWARDS
• ASEA Award for Distinguished Achievment. Jinan China. Hotel Puerto Rico International
Bridge Design Competition. Puerto Rico. First Prize. 1995
• Dubai Hippodrome for Thoroughbred Racing, Dubai, UAE First Prize
• "Dubai Hippodrome for Thoroughbred Racing"ACSA National Cont. Presentation 1993
• Awards and Honorable Mentions, Photography Competitions, AIA
• Award of Excellence. Texas Commerce Center, Houston Texas Federal Award
SPECIAL RECOGNITION RELATED TO TEACHING
• Distinguished Professor Award. Outstanding Faculty Mortar Board Senior Honor Society
• Outstanding Faculty Award, School of Architecture. WSU
• Outstanding Faculty Award American Institute of Architecture Students. WSU
PROFESSIONAL QUALIFICATIONS AND AFFILIATIONS
• Registered Architect, State of New York 1974 - Present
• National Council of Architectural Registration Boards NCARB Certificate 1980
• American Institute of Architects, New York Chapter 1978- 1995
• Society of Architectural Historians 1992 - 1998
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International Who's Who of Professional and Business Women 1992 Second Edition.
International Biographical Centre, Cambridge, England.
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JASON B. PESCHEL, MBA
RESUME
EDUCATION
Master of Business Administration, Wayne State College, December 2004
BS Construction Management, University of Nebraska-Lincoln, May I997
TEACHING EXPERIENCE
Visiting Assistant Professor School of Architecture & Construction Management, Washington
State University, Pullman, Washington, august 2006-present
Adjunct Professor Technology & Applied Sciences Department, Wayne State College,
Wayne, Nebraska, Jan. 2004-Aug 2006
PROFESSIONAL DEVELOPMENT & ACTIVmES (EDUCATION)
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Integrated Education Committee, Washington State University, School of Architecture &
Construction Management, Pullman, Washington. Fall 2006 - present
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Architecture & Construction Management, Pullman, Washington. Fall 2006 to spring 2007.
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Collaboration with Autodesk, Inc. - Building Solutions Division (Rhagi Iyengar -
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Construction Product Manager, Paul Blandini - Development Project Manager & Andrew
Wood - Product Designer) on the creation of a new Estimating software that is
compatible with existing and future BIM software as well as AutoCAD and Adobe for
document importing, Washington State University, School of Architecture & Construction
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Tearn Leader for 2007 Integrated Education Symposium Problem (team members include
Dr. W. Max Kirk & Taiji Miyasaka), Washington State University, School of Architecture &
Construction Management, Pullman, Washington. Fall 2006 - spring 2007
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Coach for Northwest Construction Consumer Council Student Bid Competition Commercial Construction (Seattle, Washington), Washington State University, School of
Architecture & Construction Management, Pullman, Washington. April 2007
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Associated General Contractors - Inland Northwest, Education Committee Member,
Spokane, Washington. Fall 2006 - present
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Associated General Contractors - Northwest, Education Foundation Board Member,
Seattle, Washington. Fall 2006 - present
MENTORING, PRESENTATIONS & GUEST LECTURES
• Guest Lecturer for Conceptual Estimating (ARCH 495) class, Washington State University,
Pullman, Washington. Spring 2007
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Co-Presenter with Dr. David Gunderson and Rick Chert at Associated Schools of
Construction, Regions VI & VII Student Competition; Reno, Nevada. Topic: Integrated
Education at Washington State University. February 2007
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VITAE, JASON B. PESCHEL, page 2
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Co-Presenter with Dr. Max Kirk at American Council for Construction Education, Annual
Meeting; Salt Lake City, Utah. Topic: Integrated Education at Washington State
University. July 2007
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Attended and completed a one-day National Effective Teachers Institute (ASEE);
Washington State University, Pullman, Washington. July 2007
CONSTRUCTION EXPERIENCE
Vice President & Chief Estimator/Project Manager Otte Construction, Inc., Wayne, Nebraska
Obtaining low bid results for residential and commercial projects of varied scopes ranging in
size from $500 to $3.7 million via compiling estimates by hand or with Timberline software.
Working in a team environment to manage projects obtained via different delivery methods
including hard bid, negotiated, Design-build or CM (at-risk) projects while maintaining
budget and schedule. Performing varied duties as an instrumental team member in growing
the company's annual volume from $750,000 (1997) to $7.5 million (2006). May 1997 - July
2006
PROFESSIONAL DEVELOPMENT & ACTIVITIES (INDUSTRY)
• Attended and completed a three-day Project Manager Course sponsored by
AGC/Master Builders of Iowa Construction Project Managers Course, Des Moines, Iowa.
October 2000
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Attended and completed a six-day Project Manager Course sponsored by national
AGC, Dallas, Texas. February 2003
• Attended and completed an 8--hour course sponsored by the US Department of Housing
and Urban Development addressing Lead-based paint hazards during renovation,
remodeling and rehabilitation in federally owner and assisted housing. HUD 3R Course Lead Safe Work Practices, Wayne, Nebraska. October 2003
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Construction
Management
Program,
Wayne, Nebraska.
Fall 2005- spring
Advisory board
member, Wayne
State College,
Technology
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A YAD RAHMANI, REGISTERED ARCHITECT
EDUCATION:
Master of Architecture in Building Design, Washington University in St. Louis
Bachelor of Science in Architecture, Ohio State University
1988
1985
Assistant - Associate Professor of Architecture, SoACM, WSU
1996 -present
Arch 201&203: Second Year Design, Arch 207&209: Second Year Theory,
Arch 403: Fourth Year Design, Arch 542: Architectural Criticism, Masters Studio: Arch 51 l
Visiting Professor, School of Architecture, Catholic University of America
1988--1989
PUBLICATIONS
Books:
• Kafka and Architecture, in process and due to be finished in 2008
• Place, Meaning and Form in the Architecture and Urban Structure of Eastern Islamic
Cities
2003
• "Carnival as a method of Analyzing Spokane"; in Sounding Spokane ed. David Wang
2003
Selected Presentations And Publications:
• "Rooms and the question of return in Kafka's work", The Built Environment, Volume 31,
No.1, 2005
• "Library as Carnival," Geography, Identity, Space, International ACSA Annual
Conference, Istanbul, Turkey, June 2001
• "Library as Carnival," ARCADE, a journal of architecture in the northwest, winter 2000,
vol.19.2
• "The Home as an agent of Shock in Kafka's Literature," Home and Homeland, ACSA SE
Regional conference, Charlotte, NC, October 26th-28th, 2000.
• "The Geography of Architecture in Education," Immigration, Ethnicity and the American
City, ACSA Annual National Conference, Los Angeles, CA March 11-14, 2000
• "Between Imagination and Reason: The story of Kenneth Brooks," The Annual
Conference of the Society of Northwest Architectural Historians, Seattle, WA, October lsL
3rd, 1999
• "Urban Schools," The Inlander, a Spokane weekly paper, August 18th - 24th, 1999
• "Defining Public Culture in the Context of the American City," City and Culture,
Stockholm, Sweden, May 17-21, 1998
• "In Search of an Urban Identity: Spokane, WA," Architecture and the New Geographies
of Power, ACSA west regional conference, Pullman, WA, October 3rct_5th, 1997
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PROPESSIONAL REGISTRATION:
Registered Architect, State of Pennsylvania
EMPLOYMENT HISTORY - PRACTICE
Project Designer, ALSC Architects, Spokane, WA
Project Designer, Hayes large Architects, Altoona, PA
Assistant Architect, Morris Architects, Baltimore, MD
1993-1995
1990-1993
1988-1989
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RESUME
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EXHIBITS: "The Life and Work of Kenneth Brooks," Interdisciplinary Design Institute in Spokane,
September lsLOct lst, 1998
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RESUME
KEVIN M. REEVES
EDUCATION:
Master of Architecture, Washington State University
Bachelor of Science in Architectural Studies, Washington State University
2006
2005
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Teaching Assistant, School of Architecture & Construction Management, WSU
Courses include:
2007-present
2003-2006
Spring 2006
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Arch l03-Visual Design
Arch 101-Graphic Communication
Fall 2005, Fall 2006
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Arch 202-Built Environment
Arch 220-Architectural History I
Arch 351-Structures I
Arch 352-Structures II
Spring 2003, Spring 2005
Fall 2003, Fall 2004
Summer2004
Summer2004
RESEARCH/PUBLICATION:
• Washington State University "2007 Academic Showcase"
Submitted Abstract chosen for Presentation
• "Becoming Art: How Architecture Transforms Perceptions
of Nature," Washington State University Master's Thesis
23 March 2007
December 2006
HONORS/AWARDS:
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AIA School Certificate of Merit, Washington State University, Master of Architecture, 3.94
GPA, 2006
Selected as the Outstanding Teaching Assistant, Architecture & Construction
Management, 2006
Magna Cum Laude, BS in Architectural Studies, 3.86 GPA, 2005
Selected as the Outstanding Junior Student, Architecture, 2003-2004
Selected as the Outstanding Sophomore Student, Architecture, 2002-2003
Received "Pass with Distinction" on Washington State University, Writing Portfolio; signifies
passing of Junior writing assessment in top l03 of University, 2003
Washington State University President's Honor Roll, 2001-2006
PROFESSIONAL EXPERIENCE:
• Paul Hirzel, Architect, Pullman, WA
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Stewart+King Architects, Bellingham, WA, Summer Intern Architect
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2005-2006
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MATIHEW A. TAYLOR
EDUCATION:
BS.EE, Texas A&M University, College Station, Texas
Cooperative Education Certificate - Jet Propulsion Lab, Pasadena, California
MS.CE, University of Colorado, Boulder, Colorado
M.ARCH, University of Oregon, Eugene, Oregon
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Assistant Professor, Washington State University
ARCH 432/433, Environmental Controls in Buildings
ARCH 493, Sustainability and the Built Environment (seminar)
ARCH 490, Daylighting Special Topics
ARCH 437, Alternative Building
Adjunct professor, Washington State University,
ARCH 432/433, Environmental Controls in Buildings
Graduate Instructor, University of Oregon
ARCH 450 - Spatial Composition
ARCH 461 - Structural Behavior
ARCH 462 - Wood and Steel Building Design
ARCH 463 - Reinforced Concrete Design
ARCH 491/492 - Environmental Controls
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Graduate Instructor, University of Colorado, AREN 4010, HVAC Engineering
Graduate Assistant, University of Colorado,
AREN 2010, Principles of Solar Engn'g
AREN 3030, Structural Analysis
Graduate Instructor, Texas A&M University, ENGR 109, Engineering Methods
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Solar Summit 2006 Conference, Wenatchee, Washington "Zero Energy Home - the WSU Solar
Decathlon", Invited paper and presentation, Charette organizer and facilitator, "PV by the year
2010"
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Building Technology Education Symposium, 2006, University of Maryland, MD, "Design/build
lessons leamedn, Accepted paper and presentation
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Wood Plastic Composite Conference, San Fra'ncisco, California, "WPC Acceptance in the
Building Industry", Invited paper and presentation co-authored with Brad Frey
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Making Cities Livable Conference, Siena, Italy - presentation and paper, "Failing to Learn from
Siena: Downtown, People and Cars"
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Solar 2000 -American Solar Energy Society Conference, Madison, Wisconsin - presentation
and paper, "Rethinking the Tirehouse"
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Solar
Decathlon -project
Research
Design/build
involving designing, building and delivering a l003 solar
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powered home to the national mall within three years
Project involved well over 30 students within five disciplines
Project cost estimated at $60,000- project worth at $240,000
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SERVICE
• General Use Classroom Committee
• School Advisory Committee (past member)
• Advisor - Solar Decathlon
• Advisor - Engineers Without Borders
• Advisor - Builders Without Borders
• Advisor - Emerging Green Builders (forming)
HONORS AND AWARDS
Teacher of the year, 2005, School of Architecture and Construction Management
PRACTICE
PROFESSIONAL
• William and Christine Taylor residence
o set for completion in June, 2007
o 753 completion to-date
o 503 solar heat and 503 solar electric
o progressive systems - air/air heat exchange, ground-source heat pump, radiant floors,
solar hot water
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Sunesis Design, a private consulting business
solar design assistance
solar hot water and photovoltaic system design and installation
energy design and efficiency consulting
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Callahan Residence, Boulder, Colorado
Solar design assistance, photovoltaics and hot water
1900 square feet - 1003 energy independent
PROFESSIONAL AFFILIATIONS
ASES - American Solar Energy Society
BTES- Building Technology Educators Society
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ASH RAE - American Society of Heating, Refrigerating and Air Conditioning Engineers
SBSE - Society of Building Science Educators
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EDUCATION:
Doctor of Philosophy in Architecture, University of Michigan
MS Arch, University of Michigan
M.Arch., University of Pennsylvania
BA, Design of the Environment, University of Pennsylvania
Professor of Architecture, WSU Spokane, 2006 - current
Associate Professor of Architecture, WSU Spokane, I997-2006
Lecturer in Design Fundamentals, University of Michigan, I996
Assistant Professor of Interior Design, Centenary College (New Jersey), 1993- I994
Adjunct Assistant Professor of Architecture, Philadelphia University IP A, 1992- I993)
Assistant Professor of Architecture, Spring Garden College (PA, 1988-I992)
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DAVID WANG Ph.D.
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1996
1977
1975
SELECTED PUBLICATIONS:
Books (by chronological order of first publication)
Architectural Research Methods. John Wiley and Sons Publishers, 2002. Co-author: L. Groat.
Sounding Spokane: Perspectives on the Built Environment of a Regional City at the Turn of
the Century. (Editor). Eastern Washington University Press, 2003
Chinese translation issued of Architectural Research Methods China Machine Press, Beijing, Ch
Architecture in the Eye of the Beholder. A Comparative Introduction to Ideas and Buildings in
the European and Confucian Traditions. Completed manuscript for class use
(unpublished), 2005
Journal Editorial Boards or Reviewer
Journal of Architectural Education, Editorial Board Member, 2003-2006)
Journal of Interior Design, Reviewer (current)
Sri Lankan Institute of Architects Journal, Reviewer (current)
Publications -- Book Chapters or Refereed Articles (most recent}
Prediction in Theoria: Towards an interdisciplinary range of theories related to
architecture. Architectural Research Quarterly, Vol. 10, no. 3/4, 2007
Diagramming Design Research, . Journal of Interior Design, Fall, 2007 in press
A Map of Phenomenology for the Design Disciplines (with S. Wagner}, Environmental and
Architectural Phenomenology, Fall, 2007 in press
Book Review: Remaking Beijing: Tiananmen Square and the Creation of a Political Space
(by Wu Hung, University of Chicago Press, 2005),Journal of Architectural Education, 06
Book Review: Classic Houses of Seattle (by Caroline T. Swope, Oregon: Timber Press, 2005)
Washington State Magazine, 2006
A Form of Affection: Sense of Place and Social Structure in the Chinese Courtyard House.
Journal of Interior Design, Issue 32:1,2006
A New Kind of Chop Suey: China's Contemporary Urban Architecture. Washington State
Magazine, Spring, 2006.
http://washington-state-maqqzine.wsu.edu/stories/2006/May/Wanq.html
Book Chapter (with K. Diaz-Moore): "Reflection and reciprocity in interdisciplinary design
service-learning" American Association for Higher Education {AAHE): Service Leaming
in Architecture and Planning, 2005
Cezanne's Doubt: Thoughts on the Production of Art and the Phenomenological Core
Environmental and Architectural Phenomenology, vi I5, no. I, I0-15, 2004
Categories of ACSA Conference Papers: A Critical Evaluation of Architecture Research in
Light of Social Science Methodological Frameworks, Journal of Architectural Education,
vi 54, May 2003, 50-56 .
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Book Chapter: "A New Generation of Yaodong Cave Dwellings in China" (with L. Jiaping
and Y. Liu) in Alan Dearling and Graham Meltzer, Another Kind of Space: Creating
Ecological Dwellings and Environments (Dorset, UK: Enabler Publications, 2003), 64-66
An Instance of Critical Regionalism: New Yaodong Cave Dwellings in North Central China
(with L. Jiaping and Y. Liu). Traditional Dwellings and Settlements Review, vi XIII, no. 2, 6370, 2002
Book Review: Words and Buildings (by Adrian Forty, Thames and Hudson Publishers, 2000)
Journal of Architectural Education
Intentionality and the Production of Architectural Design: An Application of Section 37 of
Husserl's Ideas. (with J. Keen) Environmental and Architectural Phenomenology, vi. 12, no.
3,2001
Invited Lectures or Teaching- lntemaHonal (most recent)
Oslo Academy of Architecture (Norway). Once-week residency: 5 lectures on research
methods to PhD students, March, 2007
Oslo Academy of Architecture (Norway). Invited lead opponent for PhD Committee of Ivar
Holm, 2006
Kunming University of Science and Technology (China) One-week residency: 4 lectures to
undergraduate architecture students, 2004
Shang-Luo Teacher's College, Shangluo City, Shaanxi Province, China, 2004
Oslo Academy of Architecture (Norway). One-week residency: 8 lectures to PhD students, 04
Three Chinese Universities (Shenzhen, Tianjing, Xi'an Jiaotong): "Design in Relation to
Research in Architecture," 2002
Invited Lectures or Panels -- National (most recent)
Invited Lecture: Sustainable Design in China and Tibet, AIA Northwest Region Conference,
September, 2007.
Invited Speaker at IDEC (Interior Design Educators Council) Meeting,
Austin, Texas. JID Writers' Workshop, March, 2007
Invited Lecture and Workshop Leader: Research Methods for Interior Design Theses Projects.
Drexel University, Philadelphia, March, 2006.
Invited Speaker at IDEC {Interior Design Educators Council) Meeting,
Scottsdale, Arizona. JID Writers' Workshop, March 29, 2006
Invited Facilitator of Workshop on Architectural Research
Interior Design Educators' Council {IDEC), JID Writers Workshop, Savannah, Georgia 2005
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TEACHING AWARDS
*Outstanding Researcher Award, WSU School of Architecture and Construction
Management. 2005-2006
* WSU Outstanding Mentor Award: Women and Leadership Alliance Forum, Pullman, March
28, 2006.
*Certificate of Excellence for Teaching, Associated Students of WSU Spokane (ASWSU) 04-05
*Certificate of Excellence for Teaching, Associated Students of WSU Spokane (ASWSU), 03-04
*Faculty Excellence Award for outstanding teaching, research and community service,
Washington Statue University Spokane, 2001
Member, American Institute of Architects (AIA), 2000-2004
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Registered Architect in Michigan since 1996.
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EDUCATION
M. Arch, University Of Washington, College Of Architecture and Urban Planning,
B. Arch, CA Polytechnic State University College of Arch and Environmental Design,
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United States Army, Corps of Engineers, Lieutenant. Architect
• Construction Battalion: Fort Lewis, Washington,
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West Pacific Command Engineers: Okinawa,
1978
1968
1970
1971
UNIVERSITY TEACHING POSITIONS
• CA State Polytechnic University, College Of Architecture and Environmental Design, 196970, 1993: Design, Drawing
• University Of Washington, College of Architecture and Urban Planning 1974-1994: Guest
Lecturer, Design, 1995-2000, Lighting Design, International Practice 2000: Graduate
Design Studio
• 2007-2008: UW Extension: Design Firm Leadership and Management for Mid-Career
Professionals
Washington State University, School of Architecture and Construction Management 2004-2007:
Fifth-Year Design Studio, Ethics, and Professional Practice;
PUBLICATIONS
• Cornish School of the Arts, 2006: Interior Design Studio. Drawing Studio
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Magazines: Projects and articles
• Alaska Airlines Magazine, Architectural Record, Asahi Shimbun, Better Homes and
Gardens, Home,
• Inside, Interiors, Japan Architect, New York Times, New York Newsday, San Francisco
Chronicle, Seattle Post Intelligencer, Seattle Times, Seattle Weekly, Sunset .
• Journal of the 2x4 Building Association of Japan: Bimonthly article on American Housing
issues and designs, Author and Photographer
Books
• The Architect's Handbook Of Professional Practice, 13th and 141h Editions, 2001, 2007
"Practicing in a Global Market", author; American Institute of Architects
• Distinctive Designs: A Showcase of American Building Materials, 2006, Editor
(Chinese/English bilingual publication) U.S.-China Build Association (Wash St. CTED)
• Innovative Fence Designs: From Small Diameter Timber: Adding Value Through Design
2006, Illustrator; University of Washington Center for International Trade of Forest Products
• Seattle Architecture: A Walking Tour Of Downtown: 2007, Photo Editor and Contributing
Photographer; The Seattle Architectural Foundation
PROFESSIONAL POSITIONS
Roger Williams Architecture Design Photography, Principal 2004-Present
Mithun Architects + Designers+ Planners, Principal
1990-2004
Roger Williams Architects, Principal
1984-1990
Wyatt Stopper Architects, Design Director, Senior Associate 1982-1984
Mithun Partners, Director Of Interior Architecture
1980-1982
Hewitt Daly Architects, Associate
1976-1980
Richard Bouillon Architects (Aka: Lance Mueller Architects) 1972-1974
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Registration: Architect, State of Washington 1975
Certification: National Council of Architectural Registration Boards
Accreditation: Leading Energy and Environmental Design (Leed) Professional
American Institute of Architects
FAIA. College of Fellows - Elected, 1996
President, Fellows and Honors Council, Seattle 2002-2004
Chair National AIA Nominating Committee, 2001
Chair, Honorary FAIA Jury (Foreign Architects), 2001
Chair, National AIA International Committee PIA, 1999
Chair, Northwest & Pacific Regional Conference, Seattle and Fukuoka, Japan 1994
President, AIA Seattle, 1987-1988
National AIA Kobe Earthquake Response Team, March 1995
Japan Institute Of Architects (JIA), Member Since 1995
Japan America Society, Washington State, Chairman, 2000, Board of Directors, 1994-2005
International Union Of Architects (UIA), Delegate, Triennial Congress, Beijing, China, 1999
Washington State University School of Architecture, Professional Advisory Board 1998-2005
Economic Development Council of Seattle - King County, Board of Directors, 2002-2005
Seattle Architectural Foundation, Board of Trustees (Emeritus)
SPEAKING (PARTIAL)
• Design And Sustainability, Sustainable Wood Products, International Practice, CrossCultural Design, Wood Systems, Design With Wood Products
• AIA International Conferences - Seattle, Santiago, Honolulu, London, Copenhagen,
Beijing, Shanghai
• AIA National Conferences -Washington DC, Orlando, Los Angeles, New Orleans, Dallas,
San Francisco, Philadelphia, Denver, San Diego
• Japan Institute Of Architects- National Conference, Kitakyushu
• UNIVERSITY SPEAKING: California Polytechnic University, Chiba University (Japan),
Georgia Institute of Technology, Jiao Tong University (China), Kobe University (Japan),
University of Arizona, University of Hawaii, University of Washington, WSU
• American Forest And Paper Association • Washington DC, Tokyo, Beijing, Guangzhou, Shenzhen, Chengdu, Guadalajara, Tijuana,
Mexico City, Cancun, Merida, New Delhi
• United States Department Of Commerce - Osaka, Sapporo, Beijing, Shanghai.
• Hyogo Prefecture Government Housing Development Office - Kobe
• Japanese Ministry Of Construction - Tokyo, Saitama, Chiba
• Softwood Export Council- Tokyo, Yokohama, Chiba, Saitama, Hiroshima, Nagoya,
Osaka, Shanghai, Guangzhou
• American Plywood Assoc/Engineered Wood Systems-Shanghai, Beijing, Taipei, Seoul,
• Washington State Department Of Trade And Community Development- Seattle,
Shanghai, Kobe, Stockholm
NATIONAL DESIGN AWARDS
Assoc General Contractors Regional Office of the Year: Puget Sound Energy HQ 2004
NAIOP National Office Development of the Year: Smith Tower Restoration/ Adaptation 2000
Council Environmental Architectural Award: Seattle Light Lighting Design Lab 1999, 2004
Gold Nugget National Award, ]st Place, Residential Project: Attached: Harvard Condos 1999
Ford Foundation/ Harvard Kennedy School Innovation Award: WA Village, Japan 1996
Energy User News: Outstanding Achievement in Lighting Efficiency: Lighting Design Lab 1990
NAIOP National Office Development, Honor Award: Union Bay Sportswear 1989
Sunset/ AIA , Western Home Awards, Williams Res, Benchmark Res 1985, 87
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Tokyu Home Corporation Prototype Designs. l988-2007Kobe, Yokohama, Tokyo, JAPAN
Pacific Aviation Corporate Headquarters. 1989
Federal Way, WA
GESCAN Lighting Lab/Showroom . 1988
Vancouver, BC
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Raleigh Cycle Company, Corporate Headquarters & Assembly Facility. l988Kent, WA
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REPRESENTATIVE PROJECTS
156 Single-Family Custom Homes 1970-2007
Seattle Region, Suncadia, San Juan Islands, Methow Valley, Hood Canal, Ellensburg, WA,
San Luis Obispo, San Diego, CA,
Kobe, Nishinomiya, Ashiya, JAPAN
Seoul, KOREA
Union Bay Sportswear, Corporate Headquarters. 1987, 2007 Kent and Seattle, WA
Nikkei Concerns: Senior housing strategic planning and projects. 2007 Seattle, WA
Asumigaoka Sustainable Residential Community. (35 units) 2004-6 Toke, JAPAN
Puget Sound Energy Corporate Headquarters. Executive floors. 2004Bellevue, WA
Seattle City Light: Lighting Design Laboratory.
1989, 2004
Seattle, WA
Yesler Terrace Community Center, 2004
Seattle, WA
The Smith Tower Historic Renovation & Addition (42 floors), 2001-2
Seattle, WA
Lightolier Lighting Laboratory I Regional Offices 1994, 2004Los Angeles, San Francisco, CA
Seattle, WA
The Perry at Cabrini Center Independent Senior Housing ( 16 floors) 1988-2004Seattle, WA
University Place City Hall. 1997
University Place, WA
Eddie Bauer Retail Facilities (4). 1995
Tokyo, JAPAN
Kobe Earthquake Housing Replacement. 1996
Kobe, JAPAN
Miller Community Center. 1994
Seattle, WA
Oregon Tile and Marble Showroom I Distribution center. 1993
Seattle, WA
University of Washington Interim Branch Campus Facilities. l991Tacoma and Bothell, WA
The Harvard Condominiums. 1990
Seattle, WA
Tsukuba Planned Unit Development. (15 units) 1990
Tsukuba, JAPAN
Washington Village Planned Unit Development ( l71 sites).
1988-200lKobe-Sanda, JAPAN
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PHOTOGRAPHY
National AIA Architectural Photography Competition: First Prize (twice), Third Prize, Honorable
(twice)
Hyogo Prefecture Photo Competition, Seattle: First Prize
Gallery Shows: Seattle: Windows, Seattle Architectural Gallery, Mithun Gallery, Artimide
Gallery
National AIA Architectural Calendar: Published 16 times
Kobe-Seattle Sister-City 501h Anniversary, Commemorative Photo Exhibit, Kobe Japan
Amber Restaurant, Seattle: Permanent Exhibition
Private Collections: 24
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4.5 Visiting Team Report from previous Visit
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Visiting Team Report
Bachelor of Architecture (5 Years)
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(N
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B),
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ish
ed
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19
40
, is
the sole agency authorized to accredit U.S. professional degree programs in architecture. Because most
state registration boards in the United States require any applicant for Jicensure to have graduated from
an NAAB-accredited program, obtaining such a degree is an essential aspect of preparing for the
professional practice of
architecture.
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Table of Contents
I.
Summary of Team Findings
1.
2.
1
Progress Since the Previous Site Visit
2
Conditions Well Met
4
Conditions Not Met
4
Causes of Concern
4
3.
Team Comments
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4.
5.
7
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11.
Compliance with the Conditions for Accreditation
Ill.
Appendices
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20
A.
Program Information
21
22
1.
History and Description of the Institution
2.
3.
Program History
4.
Program Mission
5.
22
B.
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The Visiting Team
c.
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The Visit Agenda
IV.
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Report Signatures
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Visiting Tearn Report
March 9-13, 2002
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I.
Summary of Team Findings
1.
Team Comments
The team finds the architecture program, under Director Kessler's leadership, to be a collegial
environment for students, faculty, alumni, and staff. The school's community, along with the
university's upper administration, expressed strong feelings of support for the director's
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leadership along with an expression of his ability to also relate to the interests of the individual.
The relationship between the school and the Dean of the College of Engineering and
Architecture, Anjan Bose, is positive and has contributed to the success of the program. Director
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Kessler's
to clearly communicate
is echoed
the staffcampuses.
and facultyHe
onhas
multiple
levels.
has been ability
very accessible
on both the Pullman
andby
Spokane
created
a He
democratic and inclusive form of leadership in the development of an elected faculty and student
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Management
(SOACM)
more
visible
the university
. advisory board,
and has creatively
found into
waysa to
propel
the program
School ofatArchitecture
and
Construction
The curriculum has several unique SOACM components. The first is the Interdisciplinary Design
Institute {IDI) in Spokane. The strength of this program is still evolving, but does express a strong
potential in a range of key areas unique to the mission of SOACM. Students are provided
opportunities for a more urban community experience along with an ability to engage in inter- and
intraprofessional collaborations with Interior Design, Construction Management, and Landscape
Architecture students and faculty during the fall semester of fourth year. The second unique
component is the development of the 5Y2""year M.Arch. program that will enhance the curriculum
of the current B.Arch. program. Also, the M.Arch. incorporates the mission of the SOACM to
educate well-rounded future architects for the profession.
A.
Students, Faculty and Alumni (related to Conditions 1.1, 1.2 and 1.3)
1.
The architecture faculty represents a major strength to the program. It is active in
scholarship and creative activities and it exhibits shared values and
camaraderie. While the faculty has diverse backgrounds and pedagogical
approaches to architectural education, it works in a highly collegial and effective
way. Its dedication and enthusiasm to architectural education and specifically to
the WSU SOACM is highly commendable .
2.
The students in the school are a major strength to the program. They are
articulate critics with mature insights into how to improve the program and make
it a stronger learning community for the future .
3.
The diversity of the faculty and students has increased.
4.
The student publication, Influx, and recent exhibitions of student work showcase
the excitement of the program.
5.
The professional focus of the program is a strength. The team saw much
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evidence of a highly competent and focused program on the design of buildings.
The beautiful basswood models and precise drawings demonstrate the school's
commitment to educating students who will go into the profession and create
significant architecture.
6.
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The program's success shows up in the young, bright, and energetic alumni who
stay actively involved with the program.
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March 9-13, 2002
B.
Academic Environment (related to Conditions 1.1 and 1.5)
1.
A Strong potential accomplishment of the IOI is to facilitate a coordination and
understanding between Architecture and the disciplines of Interior Design,
Landscape Architecture, and Construction Management.
2.
The Architectural Library is a real strength for the school. Its "in-house" location
is critical to the overall health and vitality of the architecture program. This
proximity must be maintained in the SOACM.
3.
Carpenter Hall is an excellent facility. This building is well maintained and
utilized.
C.
Administrative Structure (related to Condition 10)
1.
The program's leadership has been very creative in engaging the entire
2.
The staff at the school is superb. It is effective at managing a complex and
academic community in the shared vision for the program.
diverse set of activities in an extremely efficient and effective manner.
D.
Curriculum (related to Conditions 11and12)
1.
The proposed 5%-year M.Arch. program improves the curriculum of the current
B.Arch. program. The constitution of the curriculum will improve the matriculation
of students and provide enrichment activities for students to pursue.
2.
Strategic Plan: 1996-2001 (related to Condition 7)
1.
This comprehensive plan involved the input of faculty, students, and alumni.
Many aspects of the plan have been accomplished as outlined in the initial
objectives from 1996. There is a strong plan for the future. Examples include
hiring of digital media design faculty members, evolution of the IOI program,
hiring of a new construction faculty member, and development of a student
advising system.
2.
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The "Defining Standards for Design Studio at WSU" document is a wellarticulated framework for understanding the identified areas of knowledge for
studio projects. The application matrix clearly shows how these areas of
emphasis work for the entire studio structure of the curriculum. This document
provides a clear understanding of how the graduate portion of the M.Arch.
program will interface with the foundation design studios.
E.
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Progress Since the Previous Site Visit
Condition 3.4, Recognition of Ethical Responsibilities. Previous Team Report: The language
in Appendix 5.5 does not appear in the University catalog.
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The University and the School of Architecture publish statements of Equal Employment
Opportunity and Affirmative Action. Statistics taken from the APR from 1995 indicate few AfricanAmerican, Native American and Hispanic students are enrolled or graduate from the Architecture
School. The statistics for the Engineering Program are similar. No African-American, Native
American or Hispanic student graduated in Architecture in 1995 or 1996. In 1996, 19% of
graduates were women and 4% were Asian Pacific. The team found no evidence of
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March 9-13, 2002
discrimination in the School. A minority faculty member indicated that people of color have been
discriminated against in other areas of the state which is an indication of why it is relatively
difficult to recruit to this community .
This issue has been addressed .
Criterion 8: Understand how individuals and groups of differing gender, race, ethnic
ethnic backgrounds
and socioeconomic
respond
and their
affectcontext.
their context,
there
is
backgrounds
and socioeconomic
status status
respond
to and to
affect
Previous
Team
Report: Although there is general exposure to how individuals and groups of differing gender,
race.
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Pullman's
relatively
remote
location,
efforts
be made or
to the
expand
theexperience.
school's understanding
little evidence
that this
exposure
extends
to could
the curriculum
studio
Given
of these issues through development of the history and studio courses, and perhaps through a
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more diverse and better supported enrichment program .
This issue has been addressed .
Criterion
14: Understand
the basic
order underlying
two-development
and three-dimensional
design.
Previous
Team Report:
Thereprinciples
is limitedof
evidence
of early 3-D
of projects
a
beyond the plan stage. There is the potential for the computer to assist as tool for enhancing
these basic principles.
This issue has not been fully addressed. There are inconsistent outcomes in the first 2
years of the design studio that need to be sorted out. The differing outcomes seem to
be either focused on providing students with exposure to design tools or exposing
students to design principles .
Criterion 18: Be able to evaluate the success of designs in the fulfillment of programmatic,
technical, contextual and aesthetic objectives. Previous Tearn Report: Although contextual
objectives are addressed in an elective course, "Site and Landscape Design," evidence of
projects dealing with the contextual issues are not widespread. Buildings are dealt with mostly as
objects.
This issue has been well met. There are many good examples of projects that respond
to the context on multiple levels.
Criterion 27: Understand the problems related to the use of hazardous and toxic materials in
new and existing buildings. Previous Team Report: The team observed no evidence of
understanding of the problems relating to the use of hazardous and toxic materials in new and
existing buildings.
This issue has been addressed.
Criterion 30: Be able to use architectural history and theory in the critical observation and
discussion of architecture and bring an understanding of history to bear on the design of buildings
and communities. Previous Team Report: The History program has a strong focus on Western
Tradition with limited integration into the design projects. The program lacks exposure to history
outside of Western tradition.
This issue has been addressed; however, the exposure to non-Western traditions in the
curriculum is still weak. Potential models for adoption across the curriculum include
Prof. Zamizay's Islamic Architecture Course and his Third-Year Design Studio exploring
the Afghanistan reconstruction and Prof. Wang's East-West Philosophy Course and
proposed summer program in China.
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State University
University
Washington State
March 9-13, 2002
Criterion 47: Be aware of the roles of value engineering, life cycle cost analysis and construction
cost estimating in the framework of a design project. Previous Team Report: It is not apparent that
students are being made aware of the roles of value engineering, life-cycle cost analysis and
constructi?n cost estimating in the framework of a design project.
This issue has not been addressed. This information in relationship to the framework of
the design project can only be learned about through elective courses in Construction
Management. There is a future plan of the program to include this content in a required
course.
3.
Conditions Well Met
2
10
12.1
12.6
12.17
12.22
12.37 Program Self-Assessment
Administrative Structure
Verbal and Writing Skills
Collaborative Skills
Structural Systems
Building Systems Integration
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4.
Conditions Not Met
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12.11
12.1
4
12.5
5.
Financial Resources
Accessibility
Fundamental Design Skills
Causes of Concern
The team's concerns are divided into three broad categories: general issues, the Pullman
campus, and the Spokane campus. It understands that there is a "single and coherent program."
The team feels there is a need to focus comments to the specific locations.
General
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Advising: Even though the program has made some progress, there is some concern that
the advising program is an uneven experience for students. The program has developed a
mechanism for improving the advising system.
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Digital Media Integration: The integration of computers into design studio pedagogy is
spotty at best. While there are examples of advanced use of the computer, there is no
evidence that all students have equal encouragement and education to fully integrate the
computer into the design studio. The school is currently searching for a new faculty member
with expertise in computer integration and hopefully this new person will have a positive
impact on this area of concern.
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Early Design Sequence: There does not seem to be a strong concept for or consistent
commitment to teaching fundamental design principles. The core values that students
receive in their first design studios seem to vary widely and depend primarily on the desires
and approaches of individual faculty members. Although the school has embarked on
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f design studio outcomes for the entire curriculum, the results of this effort were not yet
apparent in student work from the earliest design studios. A corollary to this concern is the
large student-to-faculty ratio that occurs in the first-year studio, sometimes as great as 60:1
(with one Teaching Assistant). This large teaching load makes
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it very difficult to give students the individual attention they need to develop their
fundamental design skills. Further complicating the issue is the extremely high general
education requirement imposed on the university by the state of Washington. This
requirement keeps the school from offering design studios in the first year with more contact
hours.
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Pullman Campus Operating Budget: The team has significant concerns about the
school's operating budget. Currently the school is staying in the black only because several
tenure track positions have been filled with adjunct instructors. When all of the tenure-track
lines are filled, the school will be operating with a $25,000 budget shortfall, which will have to
come from development monies. This will have a severely negative impact on the school.
Development monies are currently being used to provide enrichment opportunities to faculty
and students. Given the remoteness of the Pullman campus, these enrichment activities are
absolutely essential to the success of the program.
The operational budget for the SOACM is also not comparable to the resources provided to
departments of similar sizes in the college. The program is twice the size of the Civil
Engineering Department and receives almost $40,000 less for operation. It is about the
same size as the Mechanical Engineering Department and receives almost $37,000 less for
operation .
Interdisciplinary Design Institute (IOI) in Spokane
•
The team feels that the Pullman and the Spokane campuses should be looked at as one
program. It just so happens that there is a dean of the Spokane campus and a dean of the
College of Engineering and Architecture, a director for the IOI, and a director of the SOACM .
The direction of the Pullman campus established curriculum should set the direction for the
Spokane program.
Faculty Development
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There is a concern that the funding at the Spokane campus ($750 total annual budget per
capita for professional development activities} is at a much lower level than that of the
Pullman campus.
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A clear policy is needed regarding the amount of administrative overhead charged on faculty
grants (e.g., community service grants}. A fair amount of faculty time seems to be wasted on
dealing with the politics of the grant overhead.
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A clear policy is needed for development activities. Reporting the receipt of discipline-specific
donations earmarked for specific activities should be done.
Computer Integration Issues
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There is a problem with the correlation between the computer tools that are available in
Pullman but not available at the Spokane facility. Although the program indicated that the
AutoCAD course in Spokane teaches 3-D modeling and that there are 24 site licenses for 3-D
modeling software at the Spokane campus, students have expressed frustration in not having
access to 3-D modeling software that they have had access to on the Pullman campus.
Whereas there are a few opportunities for learning about 2-D software applications outside
the campus, there is no access to 3-D software courses. All 3-D software courses are at
Pullman.
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March 9-13, 2002
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The interlibrary loan process works well. Periodical journals need to be more current.
Donated materials are much too out of date to be useful.
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There is a concern that the information resources will not be adequate to address the needs
of an M.Arch. program. Consideration should be given to how expand a library for this second
campus that, though it would not duplicate the library resources in Pullman, should provide a
mechanism for the students to have access to current resources needed for a graduate-level
program.
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There is concern that the level of support for faculty development is much lower in Spokane
than in Pullman, putting those architecture faculty members at a real disadvantage.
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The service learning needs of the IOI should be worked out in concert with the SOACM
curriculum.
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The service learning projects should align with either the research interest of faculty or the
pedagogical objectives of the collaborative studios or interdisciplinary courses.
discipline-specific assets that can be brought to the collaboration should help. It is
Articulating the common ties among the design disciplines along with distinguishing among
the
important to distinguish the role of the Construction Management discipline as more "design
making" than an "administrative role in managing the process of making" to improve the
collaborative framework of this process.
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The Spokane dean and IOI director need to have a more balanced communication with all the
disciplines of IOI, and more involvement is needed on their part in working with the faculty to
generate a collective vision for the IDI. This document could be modeled after the new
M.Arch. program document that could explain the vision of the IOI.
Curriculum
There does not seem to be a consistency in how the fourth-year fall semester studios are run.
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Due to the manner in which the collaborations are set up, there seem to be too many
unknowns to predetermine course outcomes.
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The hiring of adjunct faculty members for the program should be done in consultation with
Director Kessler. In some cases adjuncts have been hired who are not properly prepared to
teach assigned classes.
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Physical Resources
• Greater parity of physical resources is needed for the architecture discipline. A computer
animation facility would be a useful resource for the architecture students/faculty just as the
recent GIS Lab resource has been useful to the Landscape Architecture students and faculty.
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• The model shop needs additional hours to allow for greater access to more students.
Security problems need to be fixed. A few pieces of equipment have disappeared because
the door must be left open when the paint booth ventilation system is on.
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In the photo documentation facility the currently configured room and equipment are
inadequate and the setup seems temporary.
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II.
Compliance with the Conditions for Accreditation
1.
Program Response to the NAAB Perspectives
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March 9-13, 2002
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Programs must respond to the relevant interests of the five constituencies that make up the
NAAB: education (ACSA), members of the practicing profession (A/A), students (A/AS),
registration board members (NCARB), and public members .
1.1
Architecture Education and the Academic Context
The program must demonstrate that it both benefrts from and contributes to its
institutional context.
Met
Not Met
[X)
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The school is very visible at the university. The president and provost (at the university
for only 2 months) are both intimately familiar with the high quality of courses and faculty
activities. From their perspective, the SOACM performs a vital service for the university
by establishing a model for collaboration for other disciplines on campus to follow .
Having the Construction Management (CM) Department within the SOACM is a good fit.
The recent hire of a new CM faculty member will provide building design with a stronger
constructability focus.
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The {IOI) in Spokane, a program that is still evolving, does provide opportunities for a
more urban community experience. It engages students and faculty in inter-and
intraprofessional collaborations with Interior Design, CM, and Landscape Architecture
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students and faculty members during the fall semester of fourth year. The development of
the 5Y2-year M.Arch. program will further enhance the curriculum of the current B.Arch.
program and strongly emphasize the mission of the SOACM to educate well-rounded
future architects for the profession.
1.2
Architecture Education and Students
The program must demonstrate that it provides support and encouragement for students
to assume leadership roles during their school years and later in the profession, and that
it provides an interpersonal milieu that embraces cultural differences.
Met
Not Met
[X]
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The students benefit from a supportive faculty and administration within the SOACM. In
general, the faculty members promote professional and personal relationships that are
nurturing to the architecture students. This is evident in the advising program that
attempts to link individual faculty members to a small number of architecture students.
After students are admitted into the third year, this camaraderie is evident in the student
relationships. Students are often encouraged to work together in teams. The
environment described above provides a basis for students to develop critical thinking
skills centered on the extensive academic experience to which they have access.
Whereas statistics still reflect an underrepresentation of minorities and women in the
program, there is no reason to believe that this reflects any form of discrimination. In
fact, students are equally praised and criticized irrespective of their particular race,
gender, or ethnicity. The school emphasizes the diversity of the student body and
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March 9-13, 2002
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encourages students to form their own opinions in response to architectural and ethical
questions in both class and studio work. Through the faculty, administration, and a
strong AIAS chapter, boundaries are gently reinforced without compromising the
individuality of each student. These findings indicate that the program recognizes the
fact that the approach to students is an essential measure of the quality of an
architecture education.
1.3
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Architecture Education and Registration
The program must demonstrate that it provides students with a sound preparation for the
transition to internship and licensure.
Met
Not Met
[X]
[ ]
The architecture students at Washington State University exhibit the qualities of young
professionals who are well prepared to advance through their career paths. The
mentoring of the preprofessional students by the fourth- and fifth-year students enriches
the Architectural Program there. This contributes to the successful completion of the
program, which addresses the NAAB criteria and provides a solid foundation for their
architectural education.
Recent WSU graduates offered evidence of current success in the early years of their
postgraduate careers with articulate conversation about personal involvement in their
respective firms. Recognizing the value of the Intern Development Program (IDP), the
graduates are using the IDP requirements to orchestrate access to the variety of
experiences necessary to allow them to qualify for the Architectural Registration
Examination (ARE). It appears that a high percentage of graduates intend to complete
the ARE and become licensed professionals.
1.4
Architecture Education and the Profession
The program must demonstrate how it prepares students to practice and assume new
roles within a context of increasing cultural diversity, changing client and regulatory
demands, and an expanding knowledge base.
Met
Not Met
[X]
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Preparing for the profession has been a longstanding mission of the WSU SOACM. The
professional focus of the program is evident and WSU graduates have developed an
impressive record of employment and success in architectural practice in the Northwest
and throughout the United States.
Because the remoteness of Pullman makes frequent contact with the profession difficult,
the school has done a very good job of finding creative ways of making linkages.
Practicing architects are regularly invited back to Pullman to serve on design reviews
and some studios have taken field trips to major Northwest cities in order for the
students to present their work to practicing architects within the context of their own
firms. The Spokane program offers special opportunities for internships and for
connecting students with practicing architects. The school's Advisory Council has
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development and curricular issues.
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March 9-13, 2002
Discussions with recent alumni indicate a high level of enthusiasm for their alma mater
and confidence in their abilities in the workplace. Their sense of pride and success as
graduates of the WSU SOACM speaks positively of the school's commitment to the
profession .
1.5
The program must demonstrate that it not only equips students with an informed
understanding of social and environmental problems but that it also develops their
capacity to help address these problems with sound architecture and urban design
decisions.
Met
Not Met
[X]
[ ]
Architecture education at WSU is defined through values shared by the faculty and
students. The position of architecture in society has long been defined regionally
through the strong relationship to the professional communities of the Pacific Northwest.
As the school broadens its outreach, leveraging those traditional ties, students are
prepared to interact with the issues of an increasingly diverse regional population and
community.
The faculty, with its diverse cultural background, brings to the school a broad range of
sociocultural and geopolitical perspectives. Combined with active international programs
in London and Copenhagen, new connections to Western Asia and China will afford
students a deeper view of global issues.
Students at WSU are nurtured to expand their vision of, understanding of and empathy
with social and ecological conditions previously unfamiliar to them. They are expected to
meet changing global conditions with diverse, appropriate design responses. Within
these expectations, students are given an ethical framework to evaluate their view of
society and the world.
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Program Self-Assessment
The program must provide an assessment of the degree to which it is fulfilling its mission and
achieving its strategic plan.
Met
Not Met
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Architecture Education and Society
[X]
[ ]
This condition is well met. The program's assessment is clear and helps to understand the
strengths, weakness, and future direction of the program.
3.
Public Information
The program must provide clear, complete and accurate information to the public by including in
its catalog and promotional literature the exact language found in Appendix A-2 [of the NAAB
1998 Conditions and Procedures], which explains the parameters of an accredited professional
degree program .
Met
Not Met
[X)
[ ]
•
9
March 9-13, 2002
4.
Social Equity
The program must provide all faculty, students, and staff-irrespective of race, ethnicity, creed,
national origin, gender, age, physical ability, or sexual orientation-with equitable access to a
caring and supportive educational environment in which to learn, teach, and work.
5.
Met
Human Resources
[X]
•
•
•
Not Met
[ ]
The program must demonstrate that it provides adequate human resources for a professional
degree program in architecture, including a sufficient faculty complement, an administrative head
with enough time for effective administration, administrative and technical support staff, and
faculty support staff.
Met
Not Met
[X]
[ ]
•
•
•
•
This condition is met, but not well met as there is a need for additional staff.
6.
Human Resource Development
Programs must have a clear policy outlining both individual and collective opportunities for faculty
and student growth within and outside the program.
Met
[X]
Not Met
[ ]
This condition is also met, but not well met. Spokane program policies are not clear for faculty
•
•
•
•
development and student enrichment.
7.
Physical Resources
The program must provide physical resources that are appropriate for a professional degree
program in architecture, including design studio space for the exclusive use of each full-time
student; lecture and seminar spaces that accommodate both didactic and interactive learning:
office space for the exclusive use of each full-time faculty member; and related instructional
support space.
8.
Met
Not Met
[X]
[ ]
The architecture librarian and, if appropriate, the staff member in charge of visual resource or
•
•
I
other non-book collections must prepare
architecture library.
a self-assessment demonstrating the adequacy of the
Met
Not Met
[X]
[ ]
This condition is met, but not well met. Spokane needs to provide a broad selection of current
periodicals for student access comparable to that of Pullman.
t
t
G
41
Ci
t
10
El
•
•
•
•
•
·--
.--
Programs must have access to institutional support and financial resources comparable to those
made available to the other relevant professional programs within the institution .
Met
Not Met
[ ]
[X]
This condition is not met. There are various budget concerns and deficiencies in the Spokane IOI
program. Resources for faculty development are inadequate. Students need computers and
software
thoseseries
provided
for students
at Pullman.
enrichment
a
consistentequivalent
and vital to
lecture
is minimal.
Resources
need Student
to be provided
to thethrough
Spokane
campus library for the purchase of up-to date architecture periodicals. A clear policy and vision
••
for utilizing development funds earmarked for the architecture program needs to be articulated.
Also, the operational budget for the SOACM is not comparable to the resources provided to
departments of similar sizes in the college. The program is twice the size of the Civil Engineering
Department and receives almost $40,000 less for operation. It is about the same size as the
Mechanical Engineering Department and receives almost $37,000 less for operation. The
program is approximately $25,000 in the red every year .
I
I
I
t
.
•
'
••
•
""
t
D
t
t
t
•
•
------------------------------------
Financial Resources
9,
10.
-----
March 9-13, 2002
•
The program must be a part of, or be, an institution accredited by a recognized accrediting
agency for higher education. The program must have a degree of autonomy that is both
comparable to that afforded to the other relevant professional programs in the institution and
sufficient to assure conformance with all the conditions for accreditation.
•
•
M
tN
e
o
ure is a close-knit group working efficiently together to provide positive leadership for the school.
The relatively small support staff is spirited, professional, and well respected by students and
faculty .
[
X
]
[
11.
Professional Degrees and Curriculum
The NAAB only accredits professional programs offering the Bachelor of Architecture and the
Master of Architecture degrees. The curricular requirements for awarding these degrees must
include three components-general studies, professional studies, and electives-which respond
to the needs of the institution, the architecture profession, and the students respectively.
]
T
h
i
s
c
o
n
d
i
t
i
o
n
i
s
w
e
l
l
m
e
t
.
T
h
e
a
d
m
i
n
i
s
t
r
a
t
i
v
e
s
t
r
u
c
t
Met
[X]
Not Met
[ ]
12.
Student Performance Criteria
The program must ensure that all its graduates possess the skills and knowledge defined by the
performance criteria set out below, which constitute the minimum requirements for meeting the
demands of an internship leading to registration for practice .
11
March 9-13, 2002
Verbal and Writing Skills
12.1
Ability to speak and write effectively on subject matter contained in the professional
curriculum
Met
Not Met
[X]
[ ]
•
This criterion is well met: Students speak and write very well.
Graphic Skills
12.2
Ability to employ appropriate representational media, including computer technology, to
convey essential formal elements at each stage of the programming and design process
Met
[X]
Not Met
[ ]
This criterion is met, but not well met. While there are many outstanding examples of the
students' graphic abilities, there is inconsistency in the overall results. It appears that the
problem stems from a lack of coordination of standards and expectations in the first 2
years of the program. Freehand sketching is not consistently visible either in the studio
or in the exhibit of student work. There are, however, excellent examples of freehand
drawings in a few of the sketchbooks of students attending international study programs.
There is limited evidence of integration of digital media with traditional media. The
understanding and use of color is limited throughout all levels of work.
Research Skills
12.3
12.5
Ability to employ basic methods of data collection and analysis to inform all aspects of the
programming and design process
Met
Not Met
[X]
[ ]
Critical Thinking Skills
12.4
Ability to make a comprehensive analysis and evaluation of a building, building complex,
or urban space
Met
Not Met
•
•
•
[X]
[ ]
•
•
•
•
•
•
•
•
•
•
•
t
Ability to apply basic organizational, spatial, structural, and constructional principles to
the conception and development of interior and exterior spaces, building elements, and
components
Met
Not Met
[ ]
t
G
[X]
There does not seem to be a strong conception of or consistent commitment to teaching
fundamental design principles. The core values that students receive in their first design
studios seem to vary widely and depend primarily on the desires and approaches of
individual faculty members.
12
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4
•
•
•
March 9-13, 2002
---------------------------------
----------
Ability to identify and assume divergent roles that maximize individual talents, and to
12.6
Collaborative Skills
•
•
•
•
•
•
cooperate with other students when working as members of a design team and in other
settings
•
•
Not Met
[X]
[ ]
This criterion is well met. The Spokane campus provides a unique opportunity to engage
in inter- and intraprofessional collaborations .
12.7
Human Behavior
Awareness of the theories and methods of inquiry that seek to clarify the relationships
between human behavior and the physical environment
Human Diversity
12.8
I
I
Met
Met
Not Met
[X]
[ ]
Awareness of the diversity of needs, values, behavioral norms, and social and spatial
patterns that characterize different cultures, and the implications of this diversity for the
societal roles and responsibilities of architects
I
Met
Not Met
[X]
[ ]
Use of Precedents
12.9
Ability to provide a coherent rationale for the programmatic and formal precedents
employed in the conceptualization and development of architecture and urban design
projects
Met
Not Met
[X]
[ ]
This criterion is met, but not well. Use of precedent was found, but not consistently
across the program.
Western Traditions
12.10
Understanding of the Western architectural canons and traditions in architecture,
landscape, and urban design, as well as the climatic, technological, socioeconomic, and
other cultural factors that have shaped and sustained them
Met
Not Met
[X]
[ ]
13
•
•
Washington
State
University
Visiting
Team
Report
•
•
••
March 9-13, 2002
12.11
Awareness of the parallel and divergent canons and traditions of architecture and urban
design in the non-Western world
Met
[ ]
Not Met
[X]
Afghanistan and Prof. Wang's proposed summer foreign travel to China provide
There was very little evidence of this awareness. However, Prof. Samizay's studio course
on
potential models for wider adoption in the curriculum. Discussion seems to be absent in
history courses (although included in the syllabus) and infrequent in design and theory
courses.
12.12
•
•
•
••
•
National and Regional Traditions
Understanding of the national traditions and the local regional heritage in architecture,
landscape, and urban design, including vernacular traditions
12.13
Met
Not Met
[X]
[ ]
Environmental Conservation
Understanding of the basic principles of ecology and architects' responsibilities with
respect to environmental and resource conservation in architecture and urban design
12.14
Met
Not Met
[X]
[ ]
•
Accessibility
•
Ability to design both site and building to accommodate individuals with varying physical
]
Met
•
[X]
Not Met
abilities
[ in the design work.
This criterion is not met because it is not explicitly shown at any level
12.15
Site Conditions
Ability to respond to natural and built site characteristics in the development of a program
and design of
a project
Met
Not Met
[X]
[ ]
••
Cl
41
.,
•
t
12.16
Formal Ordering Systems
GI
Understanding of the fundamentals of visual perception and the principles and systems of
order that inform two- and three-dimensional design, architectural composition, and urban
design
Met
Not Met
[X]
[ ]
14
G
G
•
t
4
.,
•
••
•
•
•
March 9-13, 2002
This criterion is met, but not well. A wide and inconsistent range of using formal ordering
systems in the design process was evident. However, in a few cases, projects were "well
met" regarding the expression of these systems .
12.17 Structural Systems
Understanding of the principles of structural behavior in withstanding gravity and lateral
forces, and the evolution, range, and appropriate applications of contemporary structural
systems
Met
[X]
Not Met
[
J
Caper, which provide an excellent structures foundation .
In general, this criterion is met but not met well. The exception is the courses taught by
Ken
'•
I
12.18
Environmental Systems
Understanding of the basic principles that inform the design of environmental systems,
including acoustics, lighting and climate modification systems, and energy use
Met
[X)
I
•
•
Not Met
[ ]
This criterion could be better met. There is an insufficient understanding of the
relationship between Environmental Control Systems (ECS) and the design studio
projects.
t
12.19
Life-Safety Systems
Understanding of the basic principles that inform the design and selection of life-safety
systems in buildings and their subsystems
Met
Not Met
[XJ
[J
12.20
Building Envelope Systems
Understanding of the basic principles that inform the design of building envelope systems
Met
Not Met
[XJ
[ ]
12.21
Building Service Systems
Understanding of the basic principles that inform the design of building service systems,
including plumbing, electrical, vertical transportation, communication, security, and fire
protection systems
Met
Not Met
[X]
[ ]
15
•
March 9-13, 2002
Building Systems Integration
Ability to assess, select, and integrate structural systems, environmental systems, lifesafety systems, building envelope systems, and building service systems into building
design
12.22
12.23
Legal Responsibilities
Met
[X]
Not Met
[ ]
Understanding of architects' legal responsibilities with respect to public health, safety,
and welfare; property rights, zoning and subdivision ordinances; building codes;
accessibility and other factors affecting building design, construction, and architecture
practice
·
12.24
Building Code Compliance
Met
Not Met
[X]
[ ]
Understanding of the codes, regulations, and standards applicable to a given site and
building design, including occupancy classifications, allowable building heights and
areas, allowable construction types, separation requirements, means of egress, fire
protection, and structure
Met
[X]
Not Met
[ ]
12.25
Building Materials and Assemblies
Understanding of the principles, conventions, standards, applications, and restrictions
pertaining to the manufacture and use of construction materials, components, and
assemblies
Met
Not Met
[X]
[ ]
12.26
•
•
•
•
Building Economics and Cost Control
Awareness of the fundamentals of development financing, building economics, and
•
•
•
•
•
•
•
•
•
•
construction cost control within the framework of
a design project
Met
•
[X]
Not Met
fl
[ ]
t
12.27
41
Detailed Design Development
Ability to assess, select, configure, and detail as an integral part of the design appropriate
combinations of building materials, components, and assemblies to satisfy the
requirements of building programs
Cl
G
Met
Not Met
Cl
[X]
[ ]
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t
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•
••
•
•
•
This criterion could be better met. The team spotted inconsistent design development
details in the fourth- and fifth-year studios .
Technical Documentation
12.28
Ability to make technically precise descriptions and documentation of a proposed design
for purposes of review and construction
fl
Not Met
[X]
[ ]
This criterion could be better met. The team found inconsistent design technical
documentation in the fourth- and fifth-year studios.
II
ft
Comprehensive Design
12.29
I
Ability to produce an architecture project informed by a comprehensive program, from
schematic design through the detailed development of programmatic spaces, structural
and environmental systems, life-safety provisions, wall sections, and building assemblies,
as may be appropriate; and to assess the completed project with respect to the
program's design criteria
I
I
•
'
Met
Met
[X]
Not Met
[ ]
This criterion could be better met. The team ran across inconsistent comprehensive
design projects in the fourth- and fifth-year studios. A noticeable gap existed between the
strong and weak comprehensive design projects.
D
Program Preparation
12.30
Ability to assemble a comprehensive program for an architecture project, including an
assessment of client and user needs, a critical review of appropriate precedents, an
inventory of space and equipment requirements, an analysis of site conditions, a review
of the relevant laws and standards and an assessment of their implications for the
project, and a definition of site selection and design assessment criteria
12.31
Met
Not Met
[X]
[ ]
The Legal Context of Architectural Practice
Awareness of the evolving legal context within which architects practice, and of the laws
pertaining to professional registration, professional service contracts, and the formation of
design firms and related legal entities
Met
Not Met
[X]
[ ]
12.32
Practice Organization and Management
Awareness of the basic principles of office organization, business planning, marketing,
negotiation, financial management, and leadership, as they apply to the practice of
architecture
Met
[X]
Not Met
[ ]
March 9-13, 2002
-·---------------------------------------
··---·--
12.33
Contracts and Documentation
Awareness of the different methods of project delivery, the corresponding forms of
service contracts, and the types of documentation required to render competent and
responsible professional service
Met
Not Met
[X]
[ ]
12.34
Professional Internship
Understanding of the role of internship in professional development, and the reciprocal
rights and responsibilities of interns and employers 12.35
Met
Not Met
[X]
[ ]
Architects' Leadership Roles
development to contract administration, including the selection and coordination of allied
Awareness of architects' leadership roles from project inception, design, and design
disciplines, post-occupancy evaluation, and facility management
Met
[X]
12.36
Not Met
[ ]
The Context of Architecture
Understanding of the shifts which occur-and have occurred-in the social, political,
technological, ecological, and economic factors that shape the practice of architecture
Met
[X]
Not Met
[ ]
This criterion could be better met. There is limited visible evidence in dealing with the
ecological issues of architecture.
12.37
Ethics and Professional Judgment
Awareness of the ethical issues involved in the formation of professional judgments in
architecture design and practice
Met
Not Met
[X]
•
•
•
•
•
•
••
•
••
•
•
•
•
•
•
t
[ ]
t
This criterion is well met. Prof. Don Mirkovich's Arch 473 Course on Professional
Practice provides a comprehensive look at the ethical issues of the profession. Alumni
and students have remarked on how much this course has informed the way they see
practice.
t
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c
•
•
March 9-13, 2002
Ill.
Appendices
Appendix A:
•
•
•
•
•
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I
I
I
•
1.
Program Information
History and Description of the Institution
The following text is based on the 2001 Washington State University Architecture
Program Report.
Washington State University, the state's land grant university, prepares individuals for
productive lives and professional careers, conducts basic and applied research, and
provides public service statewide. Founded in Pullman in 1890, WSU became a
multicampus system in 1989 with the establishment of campuses in Spokane, the
Tri-Cities, and Vancouver. Degree and nondegree courses are available as well through
regional learning centers around the state and through the extended degree programs .
The university consists of 10 colleges and a graduate school. For more than a century,
WSU has offered strong and varied academic programs. The liberal arts and sciences
have always occupied an important place in the curriculum, along with business,
education, architecture, pharmacy, nursing, and the traditional land grant programs in
agriculture and home economics, engineering, and veterinary medicine.
The university offers nearly 100 major fields of study. Bachelor's of Art degrees are
available in all major areas, with master's and doctoral degrees available in most. The
new undergraduate core curriculum, including world civilization courses and expanded
writing requirements, is nationally recognized. WSU's University Honors College is one of
the oldest and most well respected all-university programs for academically talented
students. Money magazine has called WSU a "public ivy" and rated the Honors College
one of the best in the nation.
Washington's only statewide university, WSU has Cooperative Extension offices in all 39
counties, 11 regional learning centers, seven research and extension facilities in various
locations, and 24 Small Business Development Centers statewide. The Intercollegiate
Center for Nursing Education has a satellite nursing center in Yakima, and students can
take Washington Higher Education Telecommunications System (WHETS) courses from
Wenatchee (via WSU Vancouver). The university runs the WHETS, which transmits live,
interactive instruction to the branch campuses and other sites. WSU offers several
bachelor's degrees via a variety of distance learning technologies to place-bound
students within Washington and nationwide, including those in the social sciences,
human development, business administration, and criminal justice.
WSU's instructional faculty of approximately 1,230 and including a substantial number of
scholars with national and international reputations, is responsible for instruction that
opens students' minds to the most recent knowledge and discoveries. The opportunity for
students to know and work closely with their instructors is one advantage of a
medium-sized, residential campus such as WSU Pullman. Personal attention from faculty
is also a hallmark of the branch campuses.
The heart of the WSU system is the Pullman campus. WSU has about 18,000 students,
including those in Pullman, at the Intercollegiate Center for Nursing Education
(ICNE)/College of Nursing, and in the Extended Degree Programs. Of these, about
16,000 are undergraduates and nearly 2,000 are graduate students. Pullman is one of
the largest residential campuses west of the Mississippi with about half of the student
body living in residence halls, single and family student apartments, and fraternity and
sorority houses. Here, students of diverse social, economic, and ethnic backgrounds from
19
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arch
9-1 3, 2002
--------------------------------------- -
--
-
throughout the nation and more than 90 foreign countries come together in a community
in which education is the principal industry and human development the primary concern.
More than 3,200 juniors, seniors, and graduate students are enrolled at WSU campuses
in Spokane, the Tri-Cities, and Vancouver. The branch campuses serve place-bound
individuals who have had limited opportunities to complete bachelor's and master's
degrees. WSU's main campus is located in the Palouse country of southeast
Washington, where much of the nation's finest wheat and legumes are produced. Several
small but expanding high-tech firms are diversifying Pullman's economy. The [250hectare] 620-acre campus features modern classrooms and laboratories, libraries,
museums, student residences, recreational and athletic facilities, a student union, and a
community hospital. A recent library addition has doubled WSU's library capacity. Of
special note are a one-of-a-kind alumni center, a fine arts building with galleries, a
state-of-the-art chemistry building, and the new music school building.
The College of Engineering and Architecture provides accredited undergraduate
education throughout the state in Engineering, Architecture, Construction Management,
Computer Science, and Environmental Science to prepare students for productive roles
in a technology-based society. Design is a common emphasis across all college
disciplines. Team-based laboratory learning, interactive environments, and continuously
upgraded learning equipment are features of the CE&A. The School of Architecture and
Construction Management is the administrative unit within the college providing degrees
in Architecture and Construction Management.
2.
Program Report.
As a premier public, land grant, and research institution, Washington State University
(WSU) enhances the intellectual, creative, and practical abilities of the individuals.
institutions, and communities that we serve by fostering learning and inquiry in all their
forms. WSU is guided by a commitment to excellence embodied in a set of core values.
•
•
•
•
Inquiry and Knowledge: Intellectual growth is at the heart of WSU's mission,
striving to instill within all students, staff, and faculty a love of learning. We are
committed to developing an informed citizenry and to fostering intellectual inquiry in
all its forms-empirical, theoretical, aesthetic-and to developing the capacity for
thoughtful reasoning.
Application: We are committed to applying knowledge and expertise to address
complex issues whose scope may be regional or global-especially, but not only, as
that application enhances our knowledge and understanding.
Leadership: We are guided by an ethic of leadership and service that recognizes
the importance of identifying, creating, and responding to the interests and needs of
WSU's diverse constituencies.
Character: WSU aims to create, through our work and our relationships, a context
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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t
that cultivates individual virtues and institutional integrity. We recognize that in order
to serve our diverse communities we must first be a community within WSU that
extends mutual respect and regard for all individuals, roles, and ideas.
At any point in time, one or more of these values may be tested and particular values
may be given added emphasis. Two additional superordinate values give needed
balance to and support of these values as well as to their implementation:
•
Stewardship: Careful shepherding of our financial, human, capital, and intellectual
G
G
4
resources is necessary for us to execute our values. In addition, the mission of the
20
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March 9-13, 2002
•
3.
institution is most likely to be achieved when faculty and staff at WSU take
responsibility for upholding the full scope of these values .
Diversity: Inherent in all of these values is a commitment to diversity. Exposure to
and respect for diverse beliefs, epistemologies, experiences, genetic makeup, social
roles, and abilities are essential to achieving our mission .
Program History
Program Report.
Architectural education at Washington State University began in the early 1900s. In 1911,
architecture courses were listed in the catalog of the then-named State College of
Washington, leading to a 4-year Bachelor of Science degree. The core faculty for
architecture was Elmer A. Tilden, an instructor in the Department of Mechanical and
Electrical Engineering.
The 4-year program was given departmental status in 1913. Rudolph Weaver was first
head of the program, then chair of the department from 1914-23. Weaver was also
campus architect and the designer of Carpenter Hall, the current home of the school. He
subsequently left WSU to develop the architecture programs at the University of Idaho
and the University of Florida.
The B.S. in Architecture degree was granted until 1920. At that time, the degree
designation was changed to a B.A. in Architecture, which was offered until 1922. A threeyear certificate in Architecture was granted from 1922-31. In 1928, the department
changed its name to Architectural Engineering at the same time changing the degree
designation to a 4-year B.S. in Architectural Engineering.
In 1946, the curriculum was revised and extended to span 5 years, but it was not until
1966 that the department granted a Bachelor of Architecture degree. At this time, the
academic unit was renamed the Department of Architecture. The process for NAAB
accreditation soon followed with the first 5-year accreditation bestowed in 1972. The
accreditation has been renewed on a regular basis ever since.
In 1984, the College of Engineering was renamed the College of Engineering and
Architecture with the Department of Architecture given school status. In 1990, an optional
studio was offered for fifth-year students at the Spokane branch campus. Today, onethird of the fourth- and fifth-year classes, and a small number of Master of Science in
Architecture degree candidates, study for 1 year in Spokane at the Interdisciplinary
Design Institute where emphasis is placed on interdisciplinary design, research, and
community service. Students in Spokane participate in classes together with Interior
Design and Landscape Architecture Design students.
In 1991, the School of Architecture consolidated in its newly renovated home on the
Pullman campus in Carpenter Hall. The name was officially changed to the School of
Architecture and Construction Management in 1998. Today, there are over 400 students
working towards the 5-year Bachelor of Architecture degree, 30 studying for the 4-year
Bachelor of Science, and five or six engaged in the 1%-year Master of Science in
Architecture program, as well as about 300 students pursuing an accredited degree in
Construction Management.
21
•
March 9-13, 2002
4.
Program Mission
Program Report.
The mission of the School of Architecture and Construction Management at Washington
State University is to educate future professional leaders in architecture and construction
management who are critically aware of the environmental, technical, aesthetic, and
social/cultural challenges of the next century. In addition, the School seeks to provide a
foundation for graduates to pursue careers that will address critical issues concerning the
future of the built environment.
5.
Program Report.
Reference Section C.2, Progress Relative to the Program's Strategic Plan, for a full
description of the Schoo/ of Architecture Five-Year Plan, 1996-2001, and a description of
Program Strengths and Future Directions.
•
•
•
•
•
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•
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•
•
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The Visiting Team
Representing the AIA
J. Randall Seitsinger
Head, Oklahoma State University
School of Architecture
101 Architecture
Stillwater, OK 74078-5051
(405) 744-6043
(405) 744-6491 fax
jseitsi@okway .okstate.edu
Representing the NCARB
Douglas K. Engebretson, FAIA
Tessier Associates Inc.
Tower Square, Suite 250
Springfield, MA 01115-5169
(413) 736-5857
(413) 736-2757 fax
[email protected]
t
D
kbojsza@andrew
•
,
•
Team Chair, Representing the ACSA
Thomas Fowler, IV
Cal Poly, San Luis Obispo
College of Architecture & Environmental
Design
Architecture Department
San Luis Obispo, CA 93407
(805) 756-1316
(805) 756-1500 fax
[email protected]
Representing the AIAS
Katherine Anne Bojsza
25 Harvard Terrace
West Orange, NJ 07052
(973) 736-1741
March 9-13, 2002
Appendix B:
t
'
.emu.edu
Observer
Roger B. Williams, FAIA, JIA
Mithun Architects +Designer+ Planners
414 Olive Way #500
Seattle, WA 98101
(206) 623-3344
(206) 623-7005 fax
[email protected]
23
•
•
March 9-13, 2002
Appendix C:
The Visit Agenda
Saturday, March 9
Team arrives and checks in to the Marriott Courtyard hotel
11:00 a.m.2:00 p.m.
Team meeting at the Design Institute
3:00 p.m.
6:00 p.m.
Tour of the Design Institute and meeting with the Spokane faculty
7:00 p.m.
Dinner with the Spokane faculty and Bill Gray, Dean, Spokane Campus;
Forster Ndubisi, Director, Design Institute; and Greg Kessler, Director, School of
Architecture and Construction Management
earn orientation at the hotel
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9:00 p.m.
Sunday, March 10
Breakfast with the team
7:30 a.m.
9:30 a.m.
Team meeting with Bill Gray, Dean, WSU Spokane, at the Design Institute
10:30 a.m.
Team meeting with Forster Ndubisi, Director, Design Institute
11:30 a.m.
Tearn meeting with students
12:30 p.m.
Lunch in Spokane
2:00 p.m.
Team departure for Pullman
3:30 p.m.
Team arrival in Pullman and check-in at the Holiday Inn Express
4:30 p.m.
Tour of Carpenter Hall and setup in the Tearn Room
5:30 p.m.
Reception for faculty and the team on the fifth floor of Carpenter Hall
6:30 p.m.
Dinner with Greg Kessler; Anjan Bose, Dean, College of Engineering and Architecture;
and David Mclean, Associate Dean for Instruction
8:30 p.m.
Free period for team to work and review student work
Breakfast with Greg Kessler
8:00 a.m.
Meeting with President Rawlins and Provost Bates
9:00 a.m.
10:00 a.m.
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Meeting with Anjan Bose, Dean, College of Engineering and Architecture
11:00 a.m.
Team visit to classroom
12:00 p.m.
Lunch with the faculty
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March 9-13, 2002
1:00 p.m.
Meeting with the faculty on the fifth floor
2:00 p.m.
Review of student work and visit to the design studio
4:00 p.m.
Meeting with students in Room 102
5:30 p.m.
Reception and dinner with alumni/ae
7:30 p.m.
Free period for team to work
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Tuesday, March 12
Breakfast with Greg Kessler
8:00 a.m.
Meeting with the staff and librarians (Ledeman, Washburn, Mahaffy, Flowers, and
Warrington)
9:00 a.m.
Open for team meeting
10:00 a.m.
12:00 p.m.
Lunch with AIAS officers on the fifth floor of Carpenter Hall
Team meeting (classroom visitations and informal faculty visitations as needed)
1:00 p.m.
5:30 p.m.
Team-only dinner
7:00 p.m.
Free period for team to work
Wednesday, March 13
Breakfast and exit interview with Greg Kessler
7:30 a.m.
Exit interview with Anjan Bose and David Mclean
8:15 a.m.
9:00 a.m.
Exit interview with President Rawlins and Provost Bates
11:00 a.m.
Schoolwide meeting in Room 102, Carpenter Hall
Afternoon
Team Departures
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March 9-13, 2002
f
IV.
Report Signatures
Respectfully submitted,
Representing the ACSA
Thomas Fowler, IV
Team Chair
Representing the AIA
Team member
Representing the AJAS
En
Team member
b
1
Representing the NCARB ·
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4.6 Annual Reports
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National Architectural Accrediting Board. Inc
Next Visit (or Focused Evaluation):
Annual Report Date:
Bachelor of Architecture (5 years)
Master of Architecture (5 years)
2005
May 16, 2003
Nomenclature Review Date:
Visiting Report Date:
December 11, 2002
March 13, 2002
School:
Degree Type(s):
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1.
2003 NAAB Statistical Report
Received
2.
Response to deficiencies identified in the most recent Visiting Team Report
Received, see below
3.
Summary of changes in the accredited program
Received
Commentary on Conditions Not Met
9. Financial Resources
Continue reporting accomplishments in this area .
12.5
The Visiting Team Report identified inconsistent and under emphasis on core design skills. Continue
reporting on the success of studio coordinator and include syllabus to document attention to this area .
12.11 Non-Western Traditions
Continue reporting on improvements in this area. In addition to faculty, elective courses, and travel,
report on revisions to required courses to integrate non-western traditions .
12.14 Accessibility
Continue reporting on how this area of thought will be integrated into the curriculum and become present
in design work. There should be clear visual evidence in student studio work for this condition in the next
team visit.
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Annual Report 2003
Part II: The following are actions that have been taken as well as plans for the future to
address the "conditions not met" from our spring 2002 accreditation visit .
ways. As mentioned in the team report Professor David Wang and Professor Rafi
12.11. Non Western Traditions: The School has embarked on addressing this issue in
various
Samizay teach a course on East- West philosophy of architecture and Islamic
Architecture respectively. Professor Wang's course counts as a Tier Three GER. Over the
past year approximately 253 of our students have enrolled in this course. Professor
Samizay' s course in Islamic Architecture is also a ner Three GER for students in other
disciplines. Students in architecture may take this course as an architecture emphasis
elective. Both of these courses are new and developing courses and our expectation is
that enrollments will increase over the next several years .
Other activities in this area include a study tour led by Professor Wang to China. This
program will occur during the summer of 2003 and is a joint program with the Honors
College at WSU. Over the last several years Professor Wang has worked diligently to
establish formal ties with architecture programs in China, which has yielded the planned
trip for this summer. Also, this spring we will be hosting a scholar from the University of
Hong Kong for a week of lectures and critiques at the School. It is our expectation that
the formal ties with China will evolve over the next several years to potentially include
student and faculty exchanges .
We are also investigating the possibility of developing a foreign studies option in Peru.
Professor Samizay has been working with individuals at the university in Lima in exploring
areas and opportunities of study for our students .
results of one of our faculty searches last spring led to the hiring of Professor Taiji
The
Miyasaka. Taiji was born and raised in Japan and received his undergraduate education
in architecture at Kyoto University. Since his arrival we have begun some initial
discussions with the architecture school at Nihon University in Tokyo. We are hopeful that
these discussions will lead to new opportunities for our students and faculty .
Other factors influencing our curriculum in non western traditions is the fact that we have
five faculty that are of Asian and Middle Eastern decent. Two of these faculty are
currently writing books on Islamic architecture and often integrate these topics in their
design studios. Also, this past year we had a visiting scholar on the faculty from Syria who
was conducting research and participated in students studio critiques.
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Finally, we are conducting a search for a new faculty member in architectural history.
With the addition of this new faculty in the fall of 2003 we will move to implement a
segment of our core history courses to cover non-western traditions. This will be
information that all students will receive regardless of whether they are in the four-year
program or the graduate program.
12.5. Fundamental Design Skills: This past fall we initiated some specific actions to
address this issue. In the first year we have appointed a coordinator who is responsible
for establishing the syllabus, content and projects for all sections of architecture l01. The
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coordinator works closely with the architecture 101 faculty as well as teaching assistants
to ensure consistency of material delivered in this course. Another component that we
have added is that there is now a one-hour lecture each week for all students enrolled in
this course. This allows the coordinator to present to all 250 students the material that is
being covered and the issues that need to be focused upon by the students. This
process is working well and the level of coordination and consistency is excellent. We will
continue the process of coordination for the second semester of architecture 103 this
spring.
In the second year we have implemented a similar method by appointing a design level
coordinator. (This has been implemented at all years.) The coordinator is responsible for
making sure that our identified "areas of knowledge" for second year are being
implemented throughout the semester. Throughout the semester the Director meets with
the coordinators to discuss progress and problems that may be occurring. The
coordinators also meet with faculty from their respective years to discuss consistency in
terms of grading and project types. Each design level coordinator is responsible for
providing the Director with a report at the end of the semester on progress of students
during the semester and issues that may need to be addressed .
Indications are so far that this method identified above is having positive results and that
there is an increased level of coordination and intention in the early years of the
program. We will continue to refine and develop this methodology over the next year.
12.14 Accessibility: We continue to work at the integration of these issues into the design
studio projects. While issues of accessibility for disabled are covered in our required
codes course, we have begun to integrate this material into our studio courses .
Accessibility is identified in our newly generated "areas of knowledge" matrix (reviewed
by visiting team in March) for design studios, and as such will be emphasized with a high
level of importance in the future. Several of our faculty work to integrate these issues into
their studios by having students role play as a disabled person. As an example, students
in these studios experience issues that directly impact individuals in wheel chairs to
understand how buildings lack of accessibility can impact their life.
9.0 Financial Resources: Since the team visit in March, faculty development funds for the
Spokane faculty have been increased by the Spokane Dean to $1,000 /year per faculty
member. This is now at the same level as resources allotted to Pullman faculty for travel
and professional development. In addition, new computers have been purchased in
Spokane. The open lab now has thirty computers and the computers in the studio space
have been updated. We are in the process of working with the Director of the Design
Institute as well as the technical staff at both campuses in order to coordinate our
purchases of software. This will allow continuity of software and computer applications
between the Pullman and Spokane campus.
In terms of the Pullman operating budget we are continuing to work on this issue. WSU is
not unlike other universities across the nation and is experiencing budget shortfalls. What
is clear from this condition is that the School must continue to demonstrate to the
administration that we are moving forward and that we have plans for the future. Our
ability to be creative and demonstrate innovative methods of teaching and scholarly
work is what will ensure that the School is positioned in the best way possible to receive
available funds.
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Part Ill: In addition to the above the School is looking towards some slight modifications in
the M Arch program as we cycle through the first series of students in the graduate
program. We will begin to offer more electives for the graduate students starting this fall
with a course in urban design and planning as well as a new course in autocad working
drawings. As we begin to move forward with courses that seek more integration
between architecture and construction management we anticipate offering courses in
estimating and scheduling .
Spokane we are making plans to begin to accept M Arch students in a two and three
In
year degree track starting in the fall of 2004 .
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Note:
No NAAB response was provided in 2004
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Pullman WA
Annual Report 2004
The following are actions that have been taken as well as plans for the future to address
the "conditions not met" from our spring 2002 accreditation visit .
1. NAAB Two Page Statistical Report: See Attached
2. Response to deficiencies in 2002 Visiting Team Report
9.0 Financial Resources: Over the past year development monies have increased by a
factor of two. The School currently has development money to be used for discretionary
purposes that is the highest in the last seven years. Both corporate and individual giving
for the architecture program is approaching $50,000 for the last year.
In addition, the School has received significant contributions for new scholarships
particularly for the graduate program. These include endowments established by two
large firms in the state as well as specific yearly scholarships established by two other
Washington State firms. Also our Jane Logan Scholarship was increased by $50,000 from
the donor. The masonry industry which has been a long time supporter of our program
has also established an endowment to support a distinguished lecturer as well as
resources for our student masonry competition .
State supported resources continue to be a challenge. State operating budget has
decreased over the last two years and we continue to look for creative methods and
alternative sources of revenue through our development activities.
12.5. Fundamental Design Skills: As reported last year we have made substantial
changes in the first two years to address fundamental skills. As a further development, all
the syllabi for the first two years are coordinated between all sections. In addition there is
a
common evaluation
sheet used
by all
design projects
wellwas
as
coordination
between sections
through
ourfaculty
areas for
of knowledge
matrixasthat
developed by the school for design studios.
12.11. Non Western Traditions: In addition to the items identified in last years report we
have made the following changes. Architecture 324 has been increased from two
credits to three and is also a writing in the major course. The 333 increase in contact
hours for this course has allowed for increased material in non western traditions to be
introduced. We have hired a new history faculty who understands this need and has
made deliberate changes in the syllabus to accommodate the non western traditions.
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Professor Wang continues his work in China and will be teaching a course on the
architecture of China in the spring of 2005 and will be leading a group of our students to
China during the summer of 2005. Professor Samizay has spent the past year on
professional leave in Afghanistan working to help rebuild the educational structure of the
university as well as working on some master planning of the city of Kabul. We are
hopeful that this will eventually lead to our students being able to travel and study in
Afghanistan.
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This past year two of our faculty published a book on the traditional values of
architecture in Islamic culture. This book provides a great resource in non western
architecture .
Afghanistan which attracted faculty, students and administrators throughout
the
university and community .
12.14 Accessibility: Building upon last years changes, the issue of accessibility continues
to be integrated into the studio as well as required courses. Our comprehensive studio
evaluation form identifies accessibility as one of our evaluation criteria. Studio syllabi and
design reviews continue to raise student awareness of this issue.
3. Changes in accredited program:
Since our approved nomenclature change to the Master of Architecture as our
accredited professional degree in January of 2003 we have not made any changes to
the curriculum or the structure of the program. We continue to refine course content as
well as defining outcomes and evaluation procedures for M Arch students. We have
established an overall structure which governs graduate projects and identified six
selected areas of knowledge that graduate students must demonstrate proficiency in
order to complete the program.
to continue refinements in course structure and focus in graduate projects.
Over the course of the next year we will continue with our assessment process which will
lead
Our final class of Bachelor of Architecture students will be graduating in May of 2006
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NAAB RESPONSE TO WASHINGTON
AR Date:
July 13, 2005
2002
VTR Date:
STATE UNIVERSITY
2005 ANNUAL
REPORT
Section One:
Checklist of required elements
1. Statistical Report
X Included
2. Response to deficiencies identified in the most recent VTR
X Included
3. Changes in the accredited program
X Included
D Not Included
D Not Included
D Not Included
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Section Two (A):
Assessment of response to deficiencies
Condition 9, Financial Resources
D Satisfied, no further reporting requiredt
./ Further progress needed
Continue reporting on the impact of improvements in the financial situation in the Spokane IOI program
and the Pullman budget.
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Criterion 12.5, Fundamental Design Skills
With improved consistency in coordination and evaluation of beginning studios, to complete reporting on
this criterion, provide in the next annual report a description of what is described as fundamental design
skills for these studios.
Criterion 12.11, Non-Western Traditions
With expansion of non-western traditions covered in courses, to complete reporting on this criterion,
provide in the next annual report syllabi with relevant portions highlighted.
Criterion 12.14, Accessibility
To complete reporting on this criterion, provide in the next annual report studio syllabi with portions
relevant to accessibility highlighted.
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t Although an area may be marked "satisfied, no further reporting required," the next visiting team may include in its report its own
assessment of the program's response to the deficiency.
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Section Two (B):
Assessment of response to causes of concern
No causes of concern were discussed in the annual report.
Section Three:
Changes to the accredited program
The annual report notes a new requirement for students to purchase computers, summer studio classes
and planned modifications next year .
t Although an area may be marked "satisfied, no further reporting required," the next visiting team may include in its report its own
assessment of the program's response to the deficiency
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Third Year Focused Evaluation Report
February 21, 2005
The following reflect changes that the school has implemented relative to deficiencies
that were cited in our 2002 Visiting Team Report.
.0 Financial Resources: Stated Deficiency from 2002 VTR:
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"There are various budget concerns and deficiencies in the Spokane ID/ program .
Resources for faculty development are inadequate. Students need computers
and software equivalent to those provided for students in Pullman. Student
enrichment through a consistent and vital lecture series is minimal. Resources
need to be provided to the Spokane campus library for the purchase of up to
date architecture periodicals. A clear policy and vision for utilizing development
funds ear marked for the architecture program needs to be articulated .
Also the operational budget for the SOACM is not comparable to the resources
provided to departments of similar size in the college. The program is twice the
size of the Civil Engineering and receives almost $40,000 less for operation. It is
about the same size as the Mechanical engineering Department and receives
almost $37,000 less for operation. The program is approximately $25,000 in the red
every year."
Changes since last visit:
With new leadership at the Spokane campus there have been important and significant
changes. Since the last accreditation visit professional development monies in Spokane
for faculty have increased and are now comparable to those at the Pullman campus. In
addition, Spokane faculty is allotted travel money to attend faculty meetings, participate
in reviews and attend committee meetings at the Pullman campus. For the last two years
one of our donors has provided an additional $250.00 per faculty member to supplement
professional development money. Faculty have generally utilized this money to cover
expenses for attending conferences and professional meetings.
In terms of computers the Spokane campus has recently purchased and upgraded new
computers and added new software in both the computer lab and studios. Students
have access to all of the AutoDesk software as well as graphic software, plotters and
printers. This provides Spokane students with all of the technology available in Pullman.
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The lecture series in Spokane continues to grow and evolve. Spokane has implemented
a dedicated lecture series which brings distinguished professionals to the campus. Over
the past several years, some of the speakers include:
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David Swain NBBJ, Portland
Mark Reddington FAIA LMN Architects, Seattle
Grant Jones ASLA Jones and Jones, Seattle
Chris Dixon Mithun Architects, Seattle
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Also, this past fall the Design Institute sponsored a Design/ Research week which focused
on the issue of health and the built environment. This three day symposium featured a
design charette, lectures, seminars and discussions on this topic. Individuals from the
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design and health disciplines were invited to present their work in an interdisciplinary
forum. Some of the participants in this event were:
Eileen Jones
Jane Kucko
Joel Loveland
Benaymin Schwarz
Karl Sonnenberg,
Joanne M. Westphal
Principal, Perkins & Will, Chicago
Assoc. Professor, Texas Christian University
Professor, Architecture, University of Washington
Assoc. Professor, Environmental Planning, University of Missouri
Principal, Zimmer Gunsul Frasca, Portland, OR
Professor, MD, Landscape Architecture, Michigan State
The library at the Spokane campus has a policy of purchasing books or subscribing to
journals when requested. Over the past three years no requests from faculty for additions
to the collection have been denied. The collection continues to grow and is linked with
the library at the main campus as well as regional and national libraries. Students are
able to request books from these remote libraries and have them delivered to Spokane
usually within 3- 5 days .
the change of leadership in Spokane, budget issues have become transparent
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between the Director of the School and the Director of the Design Institute. There is
continuous and open discussion regarding funds and how best to utilize development
monies to benefit the students and faculty .
Pullman Budget:
The chart below identifies cash flow in the School over the last three years. As shown, the
school has maintained a positive cash flow in each of the three years. Also, monies that
are retained as accruals from state supported funds are utilized as carry forwards and
are shown as revenues for the following year. At WSU operations and salary monies are
utilized as one pool of funds. As such each department head manages the relationship
between salaries and operations and as such there is not a separate line item for
operations which allows units in the college to be compared with each other.
Cash Flow History
Dt
Fiscal Year
Activity Type
State & other
Development
Sub-totals
Total
Cash Flow
2002
Revenues
Expenditures
1,886,276
(1,770,940)
228,861
(76,650)
2,115,137 ( 1,847,590)
267,547
2003
Revenues
Expenditures
l,992,873
(1,914,232)
298,603
(107,100)
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2,291,476
{2,021,332)
2004
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Revenues
1,942,153
402,300
2,344,453
Expenditures
(1,964,946)
(144,964)
(2,109,910)
234,543
development funds as shown in the table above. A portion of this money has been
directed towards our graduate program which includes endowments established by two
Washington State firms. The Weller Architecture Excellence fund which is the general
donor fund used for discretionary spending to support the school has increased from less
that $1,000 in 2001 to $54,000 in 2004.
12.5. Fundamental Design Skills: Stated Deficiencies from 2002 VTR
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We continue to refine and make progress relative to our studios in the first two years. In
the fall semester Professor Mike Owen coordinates all of our first year studios. This has
provided a level of consistency in terms of project types as well as content. In the spring
semester Professor Taiji Miyasaka coordinates our first year studios. The faculty of the
school has identified fundamental skills and content for these students that are carried
across all sections (see Areas of Knowledge Matrix) .
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In the spring semester students begin to focus on issues of structure, materials and
context. This corresponds with the materials course that is taught in the second year and
sets the stage for structures courses that begin in the third year. The expectation is that
students at the end of the second year will have developed proficiencies in the six areas
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identified for second year students .
In terms of assessment, at the end of each semester we have an all school exhibition and
review of studio work. The faculty reviews all studio work and fills out an assessment form
(enclosed). This form is then used to identify deficiencies in studios that are then
discussed with individual faculty.
"There does not seem to be a strong conception of or consistent commitment to
teaching fundamental design principles. The core values that students receive in
their first design studios seem to vary widely and depend primarily on the desires
and approaches of individual faculty members."
Changes since last visit.
managing consistency in terms of project type and emphasis. Our Areas of Knowledge
Matrix identifies six areas of knowledge that provide a foundation for all studios. In the fall
semester of the second year the focus is on abstract and critical thinking. In particular
students will be asked to interpret and evaluate works of art and or literature and utilize
these works as sources of inspiration for architecture. At the same time students are
refining skills in terms of drawings and models.
12.11. Non Western Traditions: Stated Deficiencies from 2002 VTR
There was very little evidence of this awareness. However, Professor Samizay's
studio course on Afghanistan and Professor Wang's proposed summer foreign
travel China provide potential models for wide adoption in the curriculum.
Discussion seems to be absent in history courses (although included in syllabus)
and infrequent in design and theory courses.
Changes since last visit.
Since our last accreditation visit Architecture 324 History of Architecture Renaissance
through 191h century has been increased from two credits to three. This course has also
been designated as a writing in the major course of which all students need a total of
two prior to graduation. The 333 increase in contact hours for this course has allowed for
increased material in non western traditions to be introduced. Also our first history course
Architecture 220 now has a segment that covers non western traditions. In addition,
topics such as Native American architecture have begun to be introduced into our
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history courses. These changes are the direct result of the hiring of Professor Phil Gruen
who coordinates our history sequence. Professor Gruen understands the need to expose
students to this material and has worked to integrate this material into his courses (See
enclosed syllabi and writing assignment).
Professor Wang continues his work in China and teaches our philosophy 435 course
which is a comparison of eastern and western traditions in architecture. This course is a
tier three GER which means that architecture students can take this course for GER credit.
Over the past three years 40- 503 of our fourth year students have enrolled in this course.
In addition this past fall semester Professor Wang was on professional leave in China and
is nearing completion of his new book that will be used for his course. In addition,
planning for off campus programs to China is still in progress. With the addition of new
faculty member Taiji Miyasaka we are also exploring opportunities in Japan.
Professor Samizay has spent the past year as well as the current year on leave without
pay working in Afghanistan. He is designing and construction new public as well as civic
buildings throughout the country. Once stability is restored to this country we are
expecting that this will lead to our students being able to travel and study in Afghanistan.
•
Professors Rahmani and Kazimee published a new book on the traditional values
of architecture in Islamic culture. This book provides a great resource in non
western architecture.
•
This past year the School co sponsored an exhibition with the Museum of Fine Arts
on Afghanistan which attracted faculty, students and administrators throughout
the university and community.
12.14 Accessibility: Stated Deficiencies from 2002 VTR
This criteria is not met as it is not explicitly shown at any /eve/ in the design work.
The issue of accessibility continues to be integrated into the studio as well as required
courses. Our comprehensive studio evaluation form identifies accessibility as one of our
evaluation criteria. Studio syllabi and design reviews continue to raise student awareness
of this issue. Also accessibility issues have now been introduced into our Environmental
controls courses during the segment on conveying systems.
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2005 Annual Report
July 13, 2005
The following reflect changes that the school has implemented relative to deficiencies
and concerns that were cited in our 2002 Visiting Team Report.
9.0 Financial Resources: Stated Deficiency from 2002 VTR:
"There are various budget concerns and deficiencies in the Spokane ID/ program.
enrichment
consistent
and vital
lecture
series
Resources
need to be through
provideda to
the Spokane
campus
library
for is
theminimal.
purchase
of up to
every year."
With new leadership at the Spokane campus there have been important and significant
changes. Since the last accreditation visit professional development monies in Spokane
for faculty have increased and are now comparable to those at the Pullman campus. In
addition, Spokane faculty is allotted travel money to attend faculty meetings, participate
in reviews and attend committee meetings at the Pullman campus. For the last two years
one of our donors has provided an additional $250.00 per faculty member to supplement
professional development money. Faculty have generally utilized this money to cover
expenses for attending conferences and professional meetings.
In terms of computers the Spokane campus has recently purchased and upgraded new
computers and added new software in both the computer lab and studios. Students
have access to all of the AutoDesk software as well as graphic software, plotters and
printers. This provides Spokane students with all of the technology available in Pullman.
The lecture series in Spokane continues to grow and evolve. Spokane has implemented
a dedicated lecture series which brings distinguished professionals to the campus. Over
the past several years, some of the speakers include:
David Swain NBBJ, Portland
Mark Reddington FAIA LMN Architects, Seattle
Grant Jones ASLA Jones and Jones, Seattle
Chris Dixon Mithun Architects, Seattle
Also, this past fall the Design Institute sponsored a Design/ Research week which focused
on the issue of health and the built environment. This three day symposium featured a
design charette, lectures, seminars and discussions on this topic. Individuals from the
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design and health disciplines were invited to present their work in an interdisciplinary
forum. Some of the participants in this event were:
Eileen Jones
Jane Kucko
Joel Loveland
Benaymin Schwarz
Karl Sonnenberg,
Principal, Perkins & Will, Chicago
Assoc. Professor, Texas Christian University
Professor, Architecture, University of Washington
Assoc. Professor, Environmental Planning, University of Missouri
Principal, Zimmer Gunsul Frasca, Portland, OR
Professor, MD, Landscape Architecture, Michigan State
Joanne M. Westphal
usually within 3 - 5 days.
With the change of leadership in Spokane, budget issues have become transparent
between the Director of the School and the Director of the Design Institute. There is
continuous and open discussion regarding funds and how best to utilize development
monies to benefit the students and faculty.
Pullman Budget:
The chart below identifies cash flow in the School over the last three years. As shown, the
school has maintained a positive cash flow in each of the three years. Also, monies that
are retained as accruals from state supported funds are utilized as carry forwards and
are shown as revenues for the following year. At WSU operations and salary monies are
Cash Flow History
Fiscal Year
AcHvity Type
State & Other
2002
Revenues
Expenditures
1,886,276
( 1,770,940)
228,861
(76,650)
Revenues
Expenditures
1,992,873
( 1,914,232)
298,603
(107,100)
Development
Sub-totals
Total
Cash Flow
2,115,137
( 1,847,590)
267,547
2003
2,291,476
{2,021 ,332)
270,144
2004
Revenues
l,942,153
402,300
2,344,453
Expenditures
( 1,964,946)
(144,964)
(2,109,910)
234,543
Washington State firms. The Weller Architecture Excellence fund which is the general
donor fund used for discretionary spending to support the school has increased from less
that $1,000 in 2001 to $54,000 in 2004.
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We continue to refine and make progress relative to our studios in the first two years. In
the fall semester Professor Mike Owen coordinates all of our first year studios. This has
provided a level of consistency in terms of project types as well as content. In the spring
semester Professor Taiji Miyasaka coordinates our first year studios. The faculty of the
school has identified fundamental skills and content for these students that are carried
across all sections (see Areas of Knowledge Matrix) .
managing consistency in terms of project type and emphasis. Our Areas of Knowledge
Matrix identifies six areas of knowledge that provide a foundation for all studios. In the fall
semester of the second year the focus is on abstract and critical thinking. In particular
students will be asked to interpret and evaluate works of art and or literature and utilize
these works as sources of inspiration for architecture. At the same time students are
refining skills in terms of drawings and models.
In the spring semester students begin to focus on issues of structure, materials and
context. This corresponds with the materials course that is taught in the second year and
sets the stage for structures courses that begin in the third year. The expectation is that
students at the end of the second year will have developed proficiencies in the six areas
identified for second year students .
In terms of assessment, at the end of each semester we have an all school exhibition and
review of studio work. The faculty reviews all studio work and fills out an assessment form
(enclosed). This form is then used to identify deficiencies in studios that are then
discussed with individual faculty.
Since our last accreditation visit Architecture 324 History of Architecture Renaissance
through l91h century has been increased from two credits to three. This course has also
been designated as a writing in the major course of which all students need a total of
two prior to graduation. The 333 increase in contact hours for this course has allowed for
increased material in non western traditions to be introduced. Also our first history course
Architecture 220 now has a segment that covers non western traditions. In addition,
topics such as Native American architecture have begun to be introduced into our
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history courses. These changes are the direct result of the hiring of Professor Phil Gruen
who coordinates our history sequence. Professor Gruen understands the need to expose
students to this material and has worked to integrate this material into his courses (See
enclosed syllabi and writing assignment) .
is a comparison of eastern and western traditions in architecture. This course is a
Professor Wang continues his work in China and teaches our philosophy 435 course
which
tier three GER which means that architecture students can take this course for GER credit.
Over the past three years 40 - 503 of our fourth year students have enrolled in this course .
In addition this past fall semester Professor Wang was on professional leave in China and
is nearing completion of his new book that will be used for his course. In addition,
planning for off campus programs to China is still in progress. With the addition of new
faculty member Taiji Miyasaka we are also exploring opportunities in Japan.
Professor Samizay has spent the past year as well as the current year on leave without
pay working in Afghanistan. He is designing and construction new public as well as civic
buildings
Once stability
is restored
to this
we are.
expecting throughout
that this will the
leadcountry.
to our students
being able
to travel and
studycountry
in Afghanistan
•
Professors Rahmani and Kazimee published a new book on the traditional values
of architecture in Islamic culture. This book provides a great resource in non
western architecture .
•
This past year the School co sponsored an exhibition with the Museum of Fine Arts
on Afghanistan which attracted faculty, students and administrators throughout
the university and community .
12.14 AccessibilHy: Stated Deficiencies from 2002 VTR
Changes that are planned for the architecture program:
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Requirement to purchase computers: this past spring the university approved our
request to have students purchase lap top computers once they are certified into
the second year. This change will be enacted starting in the fall of 2006.
This next year we will be making plans to begin offering studio classes during the
summer. These studios will be off campus located in architect offices in Portland
and Seattle and will be open to students from other universities.
Over the next year will be making updates and modifications to our curriculum
relative to changes in NAAB accreditation criteria.
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NAAB RESPONSE TO WASHINGTON STATE UNIVERSITY
2006 ANNUAL REPORT
Rec'd Date: 5/1/2006
Date of Visit: N/A
'I'Included
Not Included
Section One:
Checklist
required
2. Response to deficiencies identified
in theof
most
recentelements
VTR
>/Included
>/Included
3. Causes of Concern
4. Changes in the accredited program
'I'Included
Not Included
Not Included
Not Included
1. Statistical Report
Section Two (A):
Assessment of response to deficiencies
Condition 9.0: Financial Resources
Satisfied, no further reporting requiredt
12.5: Fundamental Design Skills
Criterion
Continue to report on the outcomes of your assessment of the semester studio review, and
delineate how these outcomes have been, or, are being used to resolve this deficiency, especially
in light of a new first year studios coordinator .
Criterion 12.11: Non-Western Traditions
Show evidence in your 2007 APR, and at next visit.
D
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Criterion 12.14: Accessibility
Show evidence in your 2007 APR, and at next visit.
Section Two (B):
Assessment of response to causes of concern
None identified.
Section Three:
Changes to the accredited program
Be prepared to show evidence of how the 2.5 and 3.5 year options will integrate with the existing
accredited programs in your 2007 APR, and at next visit.
t Although an area may be marked "satisfied, no further reporting required," the next visiting team may include in its report
its own assessment of the program's response to the deficiency.
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2005 - 2005 Academic Year Annual Report
May 15, 2006,
following reflect changes that the school has implemented relative to deficiencies
The
and concerns that were cited in our 2002 Visiting Team Report.
.0 Financial Resources: Stated Deficiency from 2002 VTR:
9
"There are various budget concerns and deficiencies in the Spokane /DI program.
enrichment through a consistent and vital lecture series is minimal. Resources
need to be provided to the Spokane campus library for the purchase of up to
every year."
Changes since 2004 - 2005 Academic year:
Changes identified in last years report continue to be operational and equity in terms of
budget issues between Pullman and Spokane have been remedied. In terms of
computers and access to digital media the Spokane campus has invested in new
computers for students. This is part of the new facilities on the south side of campus for
graduate students in architecture and interior design. The new facilities provide studio,
classroom and meeting areas for graduate students.
The Design Institute continued with the second year of the "Fall Design Week." This year
the focus of the symposium was on health care and Health care environments. This
symposium/ conference focused on paper sessions as well as renowned speakers in the
area of health care environments.
usually within 3 - 5 days.
Pullman Budget:
The chart below identifies cash flow in the School over the last four years. As shown, the
school has maintained a positive cash flow in each of the years. Also, monies that are
retained as accruals from state supported funds are utilized as cony forwards and are
shown as revenues for the following year. At WSU operations and salary monies are
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Cash Flow History
Fiscal Year
Activity Type
2002
2003
2004
2005
Revenues
Expenditures
Revenues
Expenditures
Revenues
Expenditures
Revenues
Expenditures
State & Other
Development
1,886,276
( l,770,940)
228,861
(76,650}
Total
Cash Flow
Sub-totals
2,115,137
( 1,847,590)
267,547
1,992,873
( 1,914,232)
298,603 (107, 100}
2,291 ,476 (2,021,332)
270,144
1,942,153
( 1,964,946}
402,300
(144,964)
2,344,453
(2, 109,910)
1,978,771
(1,980,656)
464,013
(186,228)
2,442,784
12, 166,884}
234,543
275,900
Over the past four years the school has seen continued increase in donations and
large firms in the state as well as specific yearly scholarships established by four other
architecture firms. It is expected that for the fall semester 2006 we will be offering 8 - 10
scholarships supported by NW architectural firms for our graduate students. The Weller
Architecture Excellence fund which is the general donor fund used for discretionary
spending to support the school has increased from less that $1,000 in 2001 to over $50,000.
We continue to refine and make progress relative to our studios in the first two years. With
the retirement of Professor Mike Kevin Professor Taiji Miyasaka will be coordinating all of
our first year studios. The change over last year is that starting in fall 2006 Professor
Miyasaka will coordinate both the fall and spring studios. This will provide enhanced
consistency between semesters and will increase the flow of material between each
semester. In addition Professor Miyasaka has been provided some release time in the fall
semester so that he can have an active engagement in the first year studios taught by
our graduate students.
In addition to the changes that were identified for second year in last year's report all
second year students will be required to purchase laptop computers for the second year
for fall 2006. As such we have reconfigured some of the content in the studio to
incorporate and integrate the computers in the studio. We have added one credit to
the second year studios and our intent is to use the computers to support the design
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objectives for the course. In the fall semester students will be integrating sketch up into
their studio projects and in the spring we will be integrating a second modeling software .
We continue to implement our semester studio review where all student work in the
school is displayed and reviewed by all faculty at the end of each semester.
In addition to changes noted in last years report Professor David Wang led a study tour to
China during the winter break of 2005. This was a two week trip and the students visited
both historical and contemporary sites in China. Presently Professor Wang is planning for
another trip to China this next fall semester .
Professor Samizay continues his work in Afghanistan and is working on providing internship
opportunities for students. Our expectation is that once the environment is safe our
students will be participating in activities in Afghanistan on a regular basis.
12.14 Accessibility: Stated Deficiencies from 2002 VTR
Changes that are planned for the architecture program:
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This next fall semester we will be offering an elective course to our students on
sustainability. The focus of this course will be to explore issues of environment and
to prepare students to become LEED certified.
During the summer of 2006 we will be offering a design studio at the offices of
Miller Hull Architects in Seattle. This will be a six week on site course exploring issues
of urbanism and Seattle.
This past spring semester the school sponsored a series of three
symposiums focused on integrated practice. The three symposia were all day
events. Over the course of the three symposiums over 30 individuals from
the profession including national leaders in integrated practice in architecture
and construction management came to campus for discussions, presentations
and panels. We will be continuing with this series in the fall semester.
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Over the next year will be making updates and modifications to our curriculum
relative to changes in NAAB accreditation criteria in preparation for our next
accreditation visit .
We are expanding our Master of Architecture program to include 2.5 year
students. For the fall semester we will have one cohort of 2.5 year students in the
program at the Spokane campus. Over the next several years we will also be
developing our 3.5 year option for students with degrees in disciplines other than
architecture .
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Project by Amanda Mauzy 4 1h year
Appendices
A
B
C
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Required Text for Catalogs and Promotional Materials
Guidelines for Writing an Informational Resources Self- Assessment
Information Resources Statistics Report Form
School Information
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Appendix A. Required Text for Catalogs and Promotional Materials
The following statement must be included, in its entirety, in the catalogs and promotional
materials of all accredited programs .
In the United States, most state registration boards require a degree
from an accredited professional degree program as a prerequisite for
licensure. The National Architectural Accrediting Board (NAAB), which
is the sole agency authorized to accredit U.S. professional degree
programs in architecture, recognizes three types of degrees: the
Bachelor of Architecture, the Master of Architecture, and the Doctor of
Architecture. A program may be granted a 6-year, 3-year, or 2-year
term of accreditation, depending on the extent of its conformance with
established educational standards .
Master's degree programs may consist of a preprofessional
undergraduate degree and a professional graduate degree that, when
earned sequentially, constitute an accredited professional education.
However, the preprofessional degree is not, by itself, recognized as an
accredited degree.
In addition to the previous text, all programs that have been granted candidacy status
must include the following in its entirety:
The NAAB grants candidacy status to new programs that have
developed viable plans for achieving initial accreditation. Candidacy
status indicates that a program should be accredited within 6 years of
achieving candidacy, if its plan is properly implemented.
A-1
Appendix B. Guidelines for Writing the Information Resources Assessment
Your assessment should take the form of a narrative description of the full range of
library and information resources available to the architecture program. Collections and
services, as well as personnel, physical facilities, and financial support should be
assessed with constant reference to the architecture program's stated goals. Collections
administered separately from the library should be included in this report or in a separate
report if a joint report is not appropriate or practical. Special attention should be drawn to
the status of concerns identified in previous accreditation reports and to any progress
made toward remedying these concerns. Refer to data in the completed C Statistics
Report when appropriate.
Context and Institutional Relationships
1. How do the library and information resource collections relate to the architecture
program and to other libraries and collections on campus or in the community? How
are these collections administered? Where are the library or information resource
collections physically located? Are the visual resources or other supporting
collections in the library, or a separate collection?
If you discuss peer comparisons in the assessment of your collections, please
2.
describe the method used to determine peer institutions. If appropriate, note current
versus aspirational peers.
Library and Information Resource Collections
1. Goals: Describe the ability of the library and other information resource collections
(print, non-print, and electronic) to support the curricular and research goals of the
architecture program. Are there written policy statements that describe the mission,
goals and objectives of the library collections and services? Describe these goals
and realistic plans to achieve them. Identify problem areas and strategies for
resolving them. Who has input into and authority for decisions about book, visual
resources, electronic resources, and other non-book selections?
2. Collection Description: Address particular areas of collection strengths and
weaknesses. Consider the balance of material types as well as the current and
retrospective breadth, scope, depth, and complexity of subjects related to the
practice, history, theory, and criticism of architecture. Are the collections adequate to
support the curriculum, the number of students, and the level of faculty research,
instruction, and professional development specified in institutional goals?
a. Books: Are the book collections sufficient in coverage (current and retrospective)
as well as in scope? Are they purchased in a timely fashion? Are reference
publications readily available and up-to-date? Are they available in appropriate
formats?
b. Serials: Are the serial collections sufficient in coverage (current and
retrospective) as well as in scope? Are serial sets complete, and available in
appropriate formats? What periodical indexes are available for access to the
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c. collection? What percentage of periodicals from the Association of Architecture
School Librarians Core List is currently being received?
d. Visual and non-book resources: Are these materials (slides, videos, drawings,
photos, models, material samples, electronic databases, digital image files, etc.)
sufficient in coverage and scope? Are they acquired or produced in a timely
fashion? Are they available in appropriate formats?
e. Conservation and preservation: Is there adequate physical care of the collection
through appropriate housing, storage, binding or mounting, mending,
encapsulation, and other means? Are there any particular concerns about the
physical condition of collections?
Services knowledgeable, professional, and personal guidance in the use of library materials?
1. Reference: Describe reference services, goals, and policies. Does the staff provide
Are printed and web-based reference guides or pathfinders readily available?
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2. Information Literacy: Describe the instructional services provided by library and
information staff (such as orientations, instruction in information skills and research
methods, etc.). Are electronic information and bibliographic instruction services
incorporated into the architecture curriculum?
3. Current awareness: Does the library provide current awareness services, such as
selective dissemination of information, preparation and distribution of new book and
journal lists, notices and announcements, displays or exhibits? Does the library or
information resource collection maintain a website?
4. Access to collections:
a. Does the organization and cataloging of the collections provide adequate
physical, bibliographical, and intellectual access to information? Are collections
organized and cataloged using national standards? Are the materials cataloged
and made available within a reasonable time of receipt?
b. Are appropriate written circulation policies in place? Are the hours of operation
and reference service convenient for faculty and students and adequate to meet
needs? Is regular, timely access to collections in remote storage facilities
provided? Do students have ready access to course reserve or other intensively
used materials?
c. Are reserves available electronically? Is there remote access to databases? Are
there enough network ports to handle the traffic? Is it difficult to log on to
databases when access is based on the number of simultaneous users?
5. Cooperative agreements: Describe formal inter-library loan and other cooperative
agreements that augment or extend access to materials locally, regionally, and
nationally.
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Staff
1. Structure: What is the administrative structure within the library and/or information
resource collection? Describe the status of the librarians and/or visual resources
professionals within the program and the institutional administrative structure. Is the
staff of the library or information resource collection considered part of the
architecture program's educational team?
2. Professional expertise: Describe the educational and work history of the librarians
and/or visual resources professionals. Are there up-to-date written position
descriptions? Are there sufficient librarians and visual resources professionals with
graduate degrees in library and information science, and with subject expertise in
architecture or closely related fields?
3. Support staff: What academic preparation and job training is required of
paraprofessionals? Are there up-to-date written position descriptions? Does the
library have sufficient paraprofessional, clerical, and student staff to successfully
manage the collections and services?
Compensation: Are staff salaries and benefits commensurate with those of others in
4. the institution with similar training and experience? Is funding available for staff
professional development and continuing education (conferences, workshops, and
courses)?
Facilities
1. Space: Is the location of the library or information resource collection convenient to
the faculty and students? Is there an attractive, welcoming environment for users and
staff? Are facilities provided for group as well as individual study? Is there adequate
space for all activities and services, for collections, and for the staff? If not, are there
realistic plans to relieve or compensate for these inadequacies? Are the library,
resource collections, and other information resource centers barrier-free?
collections? Is there sufficient lighting, electrical service, heating, and
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2. Environmental factors and security: Are there proper environmental controls for the
library
ventilation? Is there adequate protection from theft, fire, and natural hazards for
users, staff, and materials? Are written emergency procedures and disaster plans in
place?
3. Equipment: Are there sufficient and appropriate storage and housing systems for all
types of library materials? Is there sufficient equipment (photocopiers, computer
workstations, printers, scanners, slide viewers, projectors, microfilm reader-printers,
etc.) for users and staff? Is there reliable access to the Internet?
Budget, Administration, and Operations
1. Funds: Describe the source of funding (such as institutional allocations,
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endowments, gifts, etc.). Are funds sufficient to maintain the collections and
services? Does the librarian have adequate input into, or authority for, budget
development and expenditures?
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2. Efficiency of operations and services: Does the library or resource collection function
smoothly and systematically? Describe any operations or services not yet
mentioned .
3. Participation of faculty and students: Is there a library or resource collection advisory
committee or other means for user participation in the development and evaluation of
policies, services, resources and programs?
Bibliographic Resources
of Architecture School Librarians. The following publications are recommended as
This questionnaire was developed by the Art Libraries Society of North America and the
Association
guides for assessment, evaluation, and performance measurement:
Bryant, B. (Ed.). (1996). Guide For Written Collection Policy Statements (second
edition). Collection Management and Development Guides, No. 7. Chicago:
ALA .
Includes a useful glossary and bibliography
Clapp, V.W., and RT. Jordan. (March 1989). Quantitative Criteria for Adequacy
of Academic Library Collections. College and Research Libraries, Vol. 50:154-63 .
Criteria for the Hiring and Retention of Visual Resources Professionals. Adopted
by the ARLIS/NA Executive Board and the VRA Board of Directors August and
June 1995; revised in October 2002. (2002). http://www.vraweb.org/criteria2.htm
Irvine, B.J. (Ed.). (1991). Facilities Standards for Art Libraries and Visual
Resource Collections. Englewood, Colorado: Libraries Unlimited.
Exhaustive standards tested and developed by ARLIS/NA for physical facilities for art libraries and
visual resource collections, all applicable to architecture libraries
Kania, A.M. (January 1988). Academic library Standards and Performance
Measures. College and Research Libraries, Vol. 49: 16-23.
Recommended standards for use in self-study processes and accreditation
Kells, H.R. (1988). Self-study Processes (third edition). New York: American
Council on Education and Macmillan.
Excellent guide to self-study for academic institutions, including libraries
Kopatz, K. (Ed.) (2000). Guidelines for the Visual Resources Profession. Laguna
Beach: Joint Publication of the Art Libraries Society of North America and the
Visual Resources Association.
Covers staffing qualifications as well as the future of the profession in the face of new technology
Lockett, B. (Ed.). (1989). Guide to the Evaluation of Library Collections,
Collection Management and Development Guides, No. 2. Chicago: ALA.
Concise guide to evaluation methods with pros and cons of each. Extensive bibliography
Magazines for Libraries. (2000). 10th edition. New York: Bowker.
Placzek, AK. (November 1983). Report on Architecture Libraries: Scope, Organization, Standards. Paper presented to the Society of Architectural 8-4
•
Historians Education Committee, Philadelphia, Pennsylvania.
Standards for libraries that serve architecture history programs
Perkins, D.L. (Ed.). (1979). Guidelines for Collection Development. Chicago,
ALA.
Procedures and policies for allocating budgets, preparing collection development policy statements,
and evaluating collections
Smith, B. (Ed.). (1991) Space Planning for the Art Library. (Occasional Papers
No. 9). Tucson: Art Libraries Society of North America.
Also appropriate for architecture libraries
Staff. (March 1991). Association of College and Research libraries Guidelines
for Branch Libraries in Colleges and Universities. College and Research Libraries
News, Vol. 52(3):171-4.
Comprehensive guidelines for all branch libraries. Essential reading
Performance. College and Research Libraries News, Vol. 50(8):679-691.
Staff. (September 1989). Standards for University Libraries: Evaluation of
Staff. (March 1986). Standards for College Libraries. College and Research
Libraries News, Vol. 47(3):189-200.
Staffing Standards for Art Libraries and Visual Resources Collections. (1996).
(Occasional Papers No. 11). Raleigh, N.C.: Art Libraries Society of North
America.
A template for assessment, setting goals, and determining staffing needs
Standards for Art Libraries and Fine Arts Slide Collections. (1983). (Occasional
Papers No. 2). Tucson: Art Libraries Society of North America.
Includes staffing and collection development standards for small, medium, and large academic,
public, and museum art libraries; applicable to architecture libraries
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Van House, N., W. Weil, and C.R. McClure. (1990). Measuring Academic Library
Performance: a Practical Approach. Chicago: ALA.
Whiteside, A.B., P. Born, A.A. Bregman. (2000). Collection Development Policies
for Libraries & Visual Collections in the Arts. Laguna Beach: Art Libraries Society
of North America.
Presents policy statements from academic, architecture, museum, and art school libraries and
visual collections. Includes tabular comparative analyses and a bibliography
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Appendix C. Statistics Report
Types of
Collections
Number of
Volumes or Linear
Feet
Budget Year
Before Last
Budget Last Year
Budget
This Year
. Books classed in
• LC-NA or Dewey
,720's
i Other
I
Books
•Periodical
'Subscriptions
' ·--·----·- - . ,. +---- ---- --- ,.........,-
------ ----· ---··-
-- -- -· ,.... ----------- -
--
. Other Serial
:Subscriptions
: Mi
ftlm Reels
'Microfiche
i
I
I
r·-·· --- ----·
;Slides
'Videos
1
-
t
l.i
CD-ROMs
I Photo-CDs
r·.
··- -·-·· -· ·-· -
i Digital Image Files
------ ------- --- -----! Other Electronic
I
; Publications
,r.D rawi.ngs
I
.r .
r·
:Photographs
I
/Other (specify)
I
'.Total
I
- - ··---
-
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Staffing
(FTE;s)---·-----:-(FTE' )---: Year Before Last I Last Year
Types of Positions
·(Degreed)
Librarians I VR Professionals
rParap-;:oiessiona1s- --- -··.
'Cl0rks
!
(FTE's)
This Year
--
;------ - -- -------1
!
-. --- - -- -- -- -- -- --- ----------r· - ..-------- ----- --!
Student Assistants
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[volunl:eel"s
- --
·
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·
-- r
r --.-----------
---------------
-----
·--- ----- -- ,,---------
:other (specify)
I
---------- -------Total
---- ----·-------------·--- -----
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STUDENT EXIT SURVEY QUESTIONNAIRE
ARCHITECTURE
The School requests that all architecture students graduating from the School complete the
following questionnaire. We appreciate your time in completing this form, as it is very important
that we receive your feedback as a tool to assess the overall program .
Date:
_
Phone#:
Email:
_
Address:----------------
City:
State:
_
Please provide an address of someone who will know of your location over the next five years .
Maintaining contact with our alumni is important aspect of our accreditation .
Name:
Relationship:
Phone:
_
Street:
City:
State:
Zip:
l. At what time in your education did you decide to pursue architecture as a career?
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2.
Honors or student positions held while attending WSU:
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3. Please provide comments pertaining to:
Advising
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Faculty:
Placement Assistance
;
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E.xit Survey 0 I
WSU-ARCH
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4. Please list summer, part-time, and other employment while attending WSU. Most current
first .
Employer
Date
Duties
5. Please list employment interviews and offers for positions after graduation:
Interview
On
Campus
Off
Campus
Company
Address
Position
Offered?
Salary
Benefits
Yes/ No
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6. Are you actively seeking employment?
7. If you have accepted a offer of employment please complete the following:
Company:
Company Address:
Phone:
Job Title:
Starting Salary:
_
_
8. What type of work does this company do? Check all that apply.
o
o
o
o
AE Firm
Development
Design Build
Other
(explain)
o
Government
agency
Approximate yearly salary:
Exit Survey 0 I
WSU-ARCH
Benefits:
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How
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did you learn about this company?
University Placement
School
Alumni
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On your own
Please complete the remaining portion of this survey providing detailed and meaningful
information that may be used in the overall evaluation and assessment of the architecture
program. Your comments, concerns and recommendations are important and will be used to
assess future changes .
Program Evaluation
1. Considering all the major required classes you took at WSU, which classes stand out as
especially noteworthy and why?
If so, please list them ...
2. Are there classes in your WSU experience that seem mostly irrelevant or much less useful?
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3. Suggestions for improving the courses of least value.
4. What element or aspect of your major was the most important to you and why?
5. What element or aspect of your major was the greatest disappointment to you?
•
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6. Suggestions for improving those aspects of your education that was disappointing.
Exit Survey 0 I WSUARCH
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7. Looking back at your total education, if you were starting over, what would be the most
important changes you would make?
Considering that your education is to prepare you for an entry level management position related
to architecture, how do you rate yourself concerning the following? Circle the appropriate
number. Use a scale of I to 5 as follows:
1 Disagree
2 Disagree
3 Mixed Feelings
4 Agree
5 Agree Strongly
Strongly
2 3 4 5 the architecture program of study has provided good preparation for my professional
8.
l
work .
9.
2 3 4 5 I have a comprehensive understanding of design theory .
l 0. l 2 3 4 5 I have confidence related to my knowledge in architectural technology and
construction .
l l . l 2 3 4 5 I am confident in my understanding of construction methods and operations .
12.
2 3 4 5 I am confident in my understanding of mechanical and structural systems .
13. l 2 3 4 5 I am confident in my understanding of computers .
14. l 2 3 4 5 I have gained an understanding of professional practice and ethics .
15. l 2 3 4 5 I am confident in my understanding of the history of architecture.
16. l 2 3 4 5 I have gained an undrstanding to write critically regarding architecture .
17. l 2 3 4 5 I am confident in my understanding of design methodologies.
18. l 2 3 4 5 I am confident in my understanding of materials and the construction process.
19. l 2 3 4 5 I have gained an understanding of architecture and the urban environment.
20. Would you advise a friend with similar interests to select the major you did?
[ ] yes [ ]
no
21. If you were starting over would you select the same major? [ ] yes
undecided
22. Other comments:
[ J no {]
Exit Survey 0 I
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A+ CM Integrated Education
Introduction
A+ CM: Integrated Education at WSU:
The School of Architecture and Construction Management at
Washington State University has embarked upon an integrated
curriculum that seeks to share and integrate discipline specific
knowledge between architecture and construction management. To
that end the mission of the Integrated Education series can be
characterized as follows:
To promote integrated education between architecture and
construction management through innovation in academic initiatives
and to foster enhanced communication between the professions of
architecture, construction and educational institutions.
Integrated education at WSU occurs through three distinct curriculums .
)
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Integrated Education
WSW: A+ CM
Second Curriculum
First Curriculum
Third Curriculum
Discipline specific Curriculum.
CM curriculum
•Methods
•Costs
•Scheduling
•ETC.
Arch Curriculum
•Design
•Structures
•History
•Theory.
•Technology
General Education
A + CM integrated
Coursework .
•Structures
•Environmental
Controls
•Materials
•Costs
•Design studio
A+ CM Integrated
Education Symposium
University+ Profession
Spring 06 Three part
Symposium
•Leadership
•Design Quality and
Communication.
•Building. Information
•Modeling.
1 ..
Spring 07
•Interactive learning.
)
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The First Curriculum
The filist Curriculum: The first curriculum focuses
upon the teaching of discipline specific
requirements. These are the areas of knowledge,
skill sets and tools necessary for students to function
and advance the professions of architecture and
construction manageme t.
The Second Curriculum
The second Curriculum: The second curriculum consist of a
series of shared required courses between architecture and
construction management students. In these courses. students
from each discipline work in collaborative environments for
their mutual benefit. In addition the second curriculum
encompasses special projects such as solar decathlon and
the ASC Reno Competition.
Integrated Courses:
!\!
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111
m
Three structures courses.
Two Environmental courses.
One materials course.
First year drawing course
Segment of Third year studio focusing upon cost and specifications with arch and
CM students.
Experimental Integrated Design studio with four CM and arch students spring 07.
Architectural segments in CSTM 102 and CSTM 370 estimating.
Minor in CM
Minor in Architecture.
Arch and CM design build·team at ASC Reno Competition
1ihe Third Curriculum
The Third Curriculum: The third curriculum is a collaborative
partnership between the school and professions of
architecture and construction. In this curriculum the school
sponsors symposiums that are developed and delivered by
the school and leaders from the profession. During the spring
of 2006 the school sponsored three symposiums where over 30
professionals participated and conducted seminars on topics
such as leadership and team building, design and
communication and delivery systems. The third curriculum will
continue during the spring of 2007 with a symposium on .
February 23, 2007. This symposium will be a hands on problem
solving symposium where architecture and CM students will be
working together on specific problem types.
Third Curriculum
Practice Integration
A + CM Integrated Education Symposium Spring 2006
A + CM Integrated Education Symposium Ill
March 24, 2006
Design and Delivery Systems
Schedule
10:30- Noon:
CUB Auditorium
Innovation in Design and Innovation In Construction
Ayod Rahmani: Design Ideas and the Seattle Public Library
Dole Stenning:Building Information Modeling (BIM) and the construc tion of the Seattle library.
1:10 -2:00
CU& Auditorium
BIM on the construction site
Dale Slenning: Hoffman Construction
Michael Harder: Mortenson Construction
Todd 215
What Is GCCM and CM at rlsk?
lee Kilcup: GlY Construction
Jeff Fisher: Skanska Construction
2:10- 3:00
Todd 125
Envisioning the future of architecture and construction .
Bruce Blackmer: Northwest Architecture Co.
CUB Auditorium
BIM on the construction site
Dole Stennlng: Hoffman Construction
Michael Harder: Mortenson construction
What Is GCCM and CM at risk?
Lee Kilcup: GLY Construction
Jeff Fisher. Skansl<a Construction
3:00-3:50
Todd 216
Envisioning the future of architecture and construction.
Bruce Blackmer: Northwest Architecture Co.
Todd 125
4!15-5:00
CUB Auditorium
Panel Discussion
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Integrated Education
March 2, 2007
Integrated Education Case Study
Third and fourth year arch and CM students divided into groups
Of ten (5 arch, 5 CM).
15 teams total, each five teams work on the following problems.
Design and Constructability.
Design and costs.
Material craft and quality control.
Format:
Each team assigned a faculty and professional facilitator.
Length of problem: 5 - 6 hours
Each team presents to panel ( 15 min. max) at end of the dayQ .
WSU Institute for Sustainable Design
A collaboration between Architecture, Construction Management,
Civil Engineering and the WMEL
Goal:
The Institute focuses upon delivering to students, public, contractors
and industry, critical knowledge, research, design, and product
development that will provide green designs and products that are
affordable and aesthetically pleasing.
The Institute core competencies at WSU include:
m11 Renewable
materials discovery and development (Wood
Materials & Engineering Laboratory)
Solar and energy technology (Materials Science, Architecture,
Extension Energy Program)
. ·
Architectural design and building systems development · ·
(Architecture and Construction Management, Civil Engineering,
WMEL)
Energy efficiency - building envelopes, HYAC (Architecture, Civil
Engineering, WMEL, Extension Energy Program).
11 Design, codes and standards (Civil Engineering, Architecture,
WMEL).
·
I
Institute for
Sustainable Design
The Economy of Green"
Undergraduate and
graduate education
Research I Materials
Development
of this amount.
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0
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Students, School of Architecture
and Construction Management
What the fees cove r: The courses fees cover airfare, accommodations and
ground transportation (exc luding public transportation .) Course fees do not
cover other on site or in transit costs such as meals, entrance fees to museums
or tours that faculty deem significant to the experience of the study tour .
Students are encouraged to seek outside funding such as grants to help offset
additional costs. In addition, students receiving financial aid are eligible to
receive additional funding. Students will be provided with a budget breakdown
prior to the trip with projected out of pocket expenses. Student fees also cover
airfare and accommodations for f aculty but not faculty per diem .
The School of Architecture and Construction Management at
Washington State University is committed to providing our
community of students with an exceptional educational
experience . Our student population comes from diverse
social. economic. and ethnic backgrounds from throughout
the United States and many foreign countries . As part of our
commitment to our students, the School's policies and
procedures has been developed and approved by
the
faculty.
Other issues governing the study tour include the following:
• Tours will range from three to five days and generally occur from a Wednesday
through Sunday.
• All sections within a given year may go to the same destination or may choose
different locations .
• Graduate student study tours will occur during the spring semester of each year
.
Fourth year study tours in Spokane will occur during the spring semester .
The following policies are specific to the School. As such, they
are supplemental to other policies and procedures of the
College and the University. University policies are outlined in
the University's General Catalog. Students should become
• The study tour may be included as part of the studio design project for the
semester
guidelines , policies and expectations for WSU students.
Also included in this document is an accreditation statement
from the National Architectural Accrediting Board (NAAB) .
Accreditation procedures for architecture require that all
students must receive a copy of this information .
Code of Conduc t : Study tours are an integral part of the educational
experience for students in the School. The study tour provides opportunities for
all students to study and gain first hand ex perience in important architectural
and construction projects. T he study tours provide opportunities to understand
design intentions, constructio n methods and materials as well as the role of
architecture and constructio n as cultural phenomena. As such the following
policies have been established as expectations for student behavior .
• The required study tours, in the third and fourth year as well as the graduate
If at any time you have questions or concerns about the
contents of these policies please feel free to contact any
faculty or staff member or the Director of the School.
Greg Kessler
should be viewed in t he same manner as other class activities . The study
program are an integral component of a comprehensive education . As such, these
activities
tour is a graded assignment in the same way that other assignments are graded for
the studio .
• Students may expect that the itinerary w ill encompass activities that will be of full
day duration.
• Students are expected to participate in all. activities as established by the faculty
leader.
• Students are expected to behave in a professional manner throughout the tour . It
is important to understand that you are represe nting the school and university, and
standards of professional conduct are mandatory. These include: treat ing others
with respect, using appropria t e language , politeness and being prompt in terms of
time schedules .
• Faculty may establish assignments such as on site research, conceptual design,
analysis of projects and/or sketching as a . requirement of the study tour . All
Professor and Director
General Catalog "Field Trip Guidelines ."
>-
+
this chapter provides p ocedures for dealing with academic dishonesty by
Q.
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0
l. A stude nt organizat ion ' s assis t ance in, or encouragement of. academic
dishonesty as defined irl subsection 2 of this section is prohibited . Part Ill of
+-
Refer ence Acade mic Regulation # 34
R EPEA T COURSES, page 335 catalog 04 -05
(i)
Reference Acade mic Regulation #69
WITHDRAWAL from a COURSE. p337 catalog 04-05
organizations.
(i)
•
+-
individual students. Part I of this chapter provides procedures for dealing with
assisting in or encou ·agement of academic dishonest y by student
c
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2. Academic dishonesty includes cheating, plagiarism, and fabrication in the
process of completing ocademic work. The University expe cts that student
organizations will accept these standards and t hat their members will
conduct the mselves as responsible members of the academic community .
These standards shoul be interpreted by students as general notice of
prohibited conduct. Th y should be read broadly , and are not designed to
define misconduct in exj1oustive forms .
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It is the intention of SOACM to propose the following policy regarding Repeat
Courses , which expands on the requirements of the University Academic
Regulations , referred to above.
(i.e. ta ke the class a total of two times} . In the graduate design studio,
students must receive a minimum grade of "B" in order to pass the course.
See Graduate Handbook for complete requirements.
4
This policy applies to the degree program BS in Arch itectural St udies , BS in
Construction Management, and Master of Archi t ecture . In order lo maintain
certification status and remain in the program in second year , third year ,
fourth year , and graduage program, the number of limes a student can
repeat a required course w ill be limited. A student c an only repeat a
required course in which they have received a grade of C- or below ONCE
•
4
4
4
Please see www .co duc t .wsu.ed u/academic lnt egrity.asp
for more
information In addition )lease review Standards of Conduit for Students at:
http://www.conduct
J
.edu/docs/StandardsOfConductForStudents.pdf
This policy will extend to include withdrawals from courses . Any withdrawal
from a required course after the end of the 9th week of class w ill be classified
as one course attempt and reduce the number of repeat attempts by one.
The exception lo this situation will be where such withdrawal converts to a
complete
enrollment
cancellation
Policies and Proc
Students in Model
ures fo r
nd Wood S hops
Q.
The following policies or ! established to govern the use and safety of all shop
facilities within the Scho , I of Architecture and Construction Management. All
students are expected t follow these policies with no exceptions. Failure to
follow all procedures wi!! result in losing privileges for shop use.
0
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Safety:
0
• All students will be r .quired to participate in safety training under the
direction of Norm Marte\. By signing this form you acknowledge that you have
attended all required s f ety training.
>-
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4
4
4
.
4
Nole: For the purpose of this policy a required course refers to any course
that is required to fulfill graduation requirements within the School and in 4
other departments .
4
4
Policy on Indoor Air Quality (IAQ)
.4
The School of Architecture & Const ruction Management strives for the best 4
possible IAQ for all users of Carpenter Hall. In order to achieve this policy,
the School will seek to raise awareness of the importance of IAQ elimination 4
R oom 325 Carpenter H II
.ws
fr
o
m
ch as food wrappers. pop cans etc. should be disposed of promptly.
• Consumption of any alcohol or possession of a controlled substance is expressly
forbidden within Carpenter Hall and the University.
sig
nifi
ca
ntl
y
re
du
ce
th
e
ne
ed
for
"al
l
ni
gh
ter
s"
an
d
wil
l
ulti
m
at
ely
yie
ld
be
tte
r
wo
rk.
It
is
as
su
m
ed
th
at
all
st
ud
en
ts
wi
thi
n
th
e
sc
ho
ol
ar
e
he
re
for
th
e
pu
rsuit of knowledge and a desire to learn the profession of architecture and
construction management. Adherence to the above will facilitate overall
access and opportunity for success in the school.
• Safety in the shop is th 3 responsibi
• All equipment and to s , wh ich be
unsafe must be ta ken o t of use imm
• All materials must be k ? pt off the f
the end of each work p riod. Sawd
away.
• No headphones , food drinks are a
• Students may not ope j :ite tools we
must be tied back.
Students with-Disabilities
Faculty are committed to providing assistance to help s t udents with
·disabilities be success f ul in school courses. Reasonable accommodations are
avdilable for students with a documented disability. Please visit the Disability
Resource Center (DRC} during the first two weeks of every semester to seek
information or to qualify for accommodations .
All accommodations MUST
be approved through the DRC (Admin Annex Bldg., room 205) . Call (509)335-3417 t o make an appointment with a disability counselor .
Procedures:
• Students may not usre or bring
including power and ha 1d tools. The
such as matt and exact !J knives.
• Students must clean i·e area whe
using the shop .
• Broken tools or materiols that nee
bereportedtotheTA.
• Students must aiways work i;-, a saf
Non conformance with the above wi
Release of Liability Forr:1:
In order to gain admitt ance into the
the "Release of Liability '' form, there
in parlicipqtion of shop <Jctivities .
Focm• me avaBable thc'lgh the A+CM
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t - School of Design + Construction

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